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Author:
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ISBN:
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Languages : en
Pages : 158
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This dissertation consists of three essays on adolescents' post secondary education choices and labor market returns. In the first chapter, I estimate the causal effect of college selectivity on wages including graduate degree attainment. I control for both observed and unobserved selection by extending the model of Carneiro, Hansen, and Heckman (2003). The results show that graduating from a college of one standard deviation higher selectivity leads to a 3.7% higher hourly wage ten years after college graduation regardless of graduate degree attainment. In addition, a one standard deviation increase in college quality increases the expected returns to graduate degree attainment by 0.8% (4.3% increase in the probability of graduate degree attainment multiplied by 18.6% returns to a graduate degree). The second chapter further examines the role of household income in children's postsecondary institution application and enrollment decisions including college quality, using the high school classes of the early 2000s. I find that the family income is monotonically and positively correlated at the extensive margin of higher education (whether or not to apply and enroll in college) even when we control for children's cognitive ability. On the other hand, I find a U-shaped correlation at the intensive margin especially for four-year college students in terms of average applied, or enrolled, college quality after controlling for children's cognitive ability. These findings highlight different roles of the family income in college application and enrollment stages between extensive and intensive margins. The third chapter examines the undocumented value of two-year colleges, namely, the option value incorporating the uncertainty in degree completion using the high school classes of early 2000s. The empirical results show that expected wages of enrolling at four-year colleges are strictly higher for all types of students than those of enrolling at two-year colleges. This is mainly because of the low associate's degree completion probability. In order for two-year colleges to serve as a provider of wider options for individuals who have not yet decided whether to pursue a bachelor's degree, it is crucial to improve a degree completion rate in these institutions.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 158
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Book Description
This dissertation consists of three essays on adolescents' post secondary education choices and labor market returns. In the first chapter, I estimate the causal effect of college selectivity on wages including graduate degree attainment. I control for both observed and unobserved selection by extending the model of Carneiro, Hansen, and Heckman (2003). The results show that graduating from a college of one standard deviation higher selectivity leads to a 3.7% higher hourly wage ten years after college graduation regardless of graduate degree attainment. In addition, a one standard deviation increase in college quality increases the expected returns to graduate degree attainment by 0.8% (4.3% increase in the probability of graduate degree attainment multiplied by 18.6% returns to a graduate degree). The second chapter further examines the role of household income in children's postsecondary institution application and enrollment decisions including college quality, using the high school classes of the early 2000s. I find that the family income is monotonically and positively correlated at the extensive margin of higher education (whether or not to apply and enroll in college) even when we control for children's cognitive ability. On the other hand, I find a U-shaped correlation at the intensive margin especially for four-year college students in terms of average applied, or enrolled, college quality after controlling for children's cognitive ability. These findings highlight different roles of the family income in college application and enrollment stages between extensive and intensive margins. The third chapter examines the undocumented value of two-year colleges, namely, the option value incorporating the uncertainty in degree completion using the high school classes of early 2000s. The empirical results show that expected wages of enrolling at four-year colleges are strictly higher for all types of students than those of enrolling at two-year colleges. This is mainly because of the low associate's degree completion probability. In order for two-year colleges to serve as a provider of wider options for individuals who have not yet decided whether to pursue a bachelor's degree, it is crucial to improve a degree completion rate in these institutions.
Author: Xing Xia
Publisher:
ISBN:
Category :
Languages : en
Pages :
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This is true regardless of whether we control for four-year college quality. Since students who obtain a bachelor's degree have no reason to reveal their transfer status to employers, this is evidence that college quality has important implications for labor market returns independent of signaling effects. We also find some evidence that the negative effect of transferring is largest for women as well as students at the lowest and highest ends of the ability distribution.
Author: John Stuart Mill
Publisher:
ISBN:
Category : God
Languages : en
Pages : 284
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Author: John Warner
Publisher: JHU Press
ISBN: 1421427117
Category : Education
Languages : en
Pages : 285
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Book Description
An important challenge to what currently masquerades as conventional wisdom regarding the teaching of writing. There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform "writing-related simulations," which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, as writers must, undergraduates simply follow the rules—such as the five-paragraph essay—designed to help them pass these high-stakes assessments. In Why They Can't Write, Warner has crafted both a diagnosis for what ails us and a blueprint for fixing a broken system. Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, knowledge, and habits of mind of strong writers.
Author: Kristin Dombek
Publisher: Teachers College Press
ISBN: 9780807744154
Category : Language Arts & Disciplines
Languages : en
Pages : 146
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Book Description
This practical handbook examines the gap between high school and college-level writing instruction, providing teachers with guidance for helping their students make the transition, including strategies for dealing with the many challenges of the writing classroom.
Author: Hui He
Publisher:
ISBN:
Category :
Languages : en
Pages : 276
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Author: Ethan Sawyer
Publisher: Sourcebooks, Inc.
ISBN: 1492635138
Category : Study Aids
Languages : en
Pages : 257
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Book Description
Let the College Essay Guy take the stress out of writing your college admission essay. Packed with brainstorming activities, college personal statement samples and more, this book provides a clear, stress-free roadmap to writing your best admission essay. Writing a college admission essay doesn't have to be stressful. College counselor Ethan Sawyer (aka The College Essay Guy) will show you that there are only four (really, four!) types of college admission essays. And all you have to do to figure out which type is best for you is answer two simple questions: 1. Have you experienced significant challenges in your life? 2. Do you know what you want to be or do in the future? With these questions providing the building blocks for your essay, Sawyer guides you through the rest of the process, from choosing a structure to revising your essay, and answers the big questions that have probably been keeping you up at night: How do I brag in a way that doesn't sound like bragging? and How do I make my essay, like, deep? College Essay Essentials will help you with: The best brainstorming exercises Choosing an essay structure The all-important editing and revisions Exercises and tools to help you get started or get unstuck College admission essay examples Packed with tips, tricks, exercises, and sample essays from real students who got into their dream schools, College Essay Essentials is the only college essay guide to make this complicated process logical, simple, and (dare we say it?) a little bit fun. The perfect companion to The Fiske Guide To Colleges 2020/2021. For high school counselors and college admission coaches, this is an essential book to help walk your students through writing a stellar, authentic college essay.
Author: Curtis Lockwood Reynolds
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
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Author: Pierre Edward Mouganie
Publisher:
ISBN:
Category :
Languages : en
Pages :
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This dissertation introduces three essays on the short and long run consequences of educational choices. In the first essay "Conscription and the Returns to Education: Evidence from a Regression Discontinuity" we use a regression discontinuity design to first identify the effect of peacetime conscription on education and labor market outcomes. Results indicate that conscription eligibility induces a significant increase in years of education, which is consistent with conscription avoidance behavior. However, this increased education does not result in either an increase in graduation rates, or in employment and wages. Additional evidence shows conscription has no direct effect on earnings, suggesting that the returns to education induced by this policy was zero. In the second essay "Quality of Higher Education and Earnings: Regression Discontinuity Evidence from the French Baccalaureate", we use a regression discontinuity design to examine the returns to quality of postsecondary education. We compare the outcomes of students who marginally pass and fail the first round exams of the French Baccalaureate, a degree that students must earn to graduate from secondary school. Marginally passing increases the likelihood of attending a higher quality university and a STEM major. Threshold crossing also increases earnings by 13.6 percent at the age of 27 to 29. After ruling out other channels that could affect earnings, we conclude that increased access to higher quality postsecondary education leads to a significant earnings premium. In the third and final essay "Better or Best? High School Quality and Academic Performance" we look at the effects of attending a higher quality high school on the academic performance and college outcomes of young Chinese students. Specifically, in our analysis, we draw a distinction between going to a better school, regardless of tier, and going to a top-tier school. We find that college entrance exam test score gains and improved college outcomes are only realized for individuals attending the most elite set of high schools. These results are mainly driven by males as we find no significant effects on academic performance for females. Finally, we provide evidence suggesting that these academic gains are mostly due to variation in teacher quality. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155600.
Author: Jeremy Arkes
Publisher:
ISBN:
Category :
Languages : en
Pages : 290
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