National Collegiate ) Case No

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NORTHERN DISTRICT OF CALIFORNIA, OAKLAND DIVISION

IN RE: NATIONAL COLLEGIATE ) CASE NO. 14‐md‐2541‐CW; ATHLETIC ASSOCIATION ATHLETIC ) 14‐cv‐02758‐CW GRANT‐IN‐AID CAP ANTITRUST ) LITIGATION ) ) ) THIS DOCUMENT RELATES TO: ) ) ALL ACTIONS ) ) ) ) )

EXPERT REPORT OF PROFESSOR JAMES J. HECKMAN

TABLE OF CONTENTS

I. INTRODUCTION ...... 1 A. Background ...... 1 B. Scope of Work ...... 4 C. Summary of Conclusions ...... 6 II. THE ECONOMICS OF HUMAN CAPITAL INVESTMENT PROVIDES A FRAMEWORK FOR ANALYZING THE IMPACT OF ATHLETICS ON VARIOUS OUTCOMES ...... 8 A. The Economics Literature on Human Capital Investments ...... 9 III. DATA AND METHODOLOGY ...... 13 A. Overview ...... 13 B. Data ...... 14 C. Methodology ...... 17 IV. EMPIRICAL RESULTS ...... 21 A. The Effects of Participation in High School Athletics - Summary ...... 21 B. The Effects of High School Athletics: High School Graduation ...... 22 C. The Effects of High School Athletics – Attending a Post-Secondary Institution ...... 23 D. The Effects of High School Athletics – Specific Findings by Socioeconomic Background and Race ...... 25 E. The Effects of Intercollegiate Athletics: Earning a Bachelor’s Degree ...... 28 F. The Effects of Intercollegiate Athletics: Wages ...... 31 G. The Effects of Intercollegiate Athletics - Division I and FBS Students ...... 32 V. CONCLUSION ...... 40

I. INTRODUCTION

A. Background

1. My name is James J. Heckman. I am the Henry Schultz Distinguished Service Professor of Economics in the Department of Economics and the Harris School of Public Policy at the

University of Chicago. I direct the Center for the Economics of Human Development at the

University of Chicago.

2. I specialize in the fields of Labor Economics, Applied Microeconomics and Econometrics, which is the application of statistical techniques to economic problems. In 1983, I received the

John Bates Clark Medal, then awarded biennially, by the American Economic Association to the most distinguished economist under the age of 40. In 2000, I was awarded The Sveriges

Riksbank Prize in Economic Sciences in Memory of Alfred Nobel, commonly called the “Nobel

Prize in Economics” for the “development of theory and methods for analyzing selective samples."1 I am a Member of the National Academy of Sciences, a Fellow of the American

Academy of Arts and Sciences, a Fellow and former President of the Econometric Society, a

Fellow of the American Statistical Association, a Fellow of the International Statistical Institute, a Fellow of the National Academy of Education, a Fellow of the American Association for the

Advancement of Science, a Fellow of the American Academy of Political and Social Science, a

Fellow of the Society of Labor Economics, a resident member of the American Philosophical

Society and a Research Fellow of the American Bar Foundation.

3. I have published over three hundred peer‐reviewed articles in scholarly journals and compendia. I have authored or edited ten books. I currently serve as a Co‐Editor of the Journal of Political Economy, an Associate Editor of Econometric Reviews, and the Journal of Population

1 http://www.nobelprize.org/nobel_prizes/economic‐sciences/laureates/2000/

Economics. I served a previous term as a Co‐Editor of the Journal of Political Economy. In addition, I previously have served as an Associate Editor of Evaluation Review, the Journal of

Econometrics, the Journal of Labor Economics, the Review of Economic Studies, the Journal of

Economic Perspectives, and Annual Reviews in Economics.

4. In addition to my academic experience, I have served as an advisor to the World Bank, the Inter‐American Development Bank, the United States Department of Labor, and the

Ministry of Fiscal Equity of Argentina, and government agencies in Brazil, Taiwan, South Korea,

Germany, Scotland and Ireland. I currently advise the Inter‐American Development Bank on the efficient design of human capital policies in Latin America. I previously served as a senior advisor to the China Development Research Foundation, the leading advisory group for the government of China on economic development policies. I serve on the boards of several

foundations and chair initiatives for the study of human development. I also have presented testimony before committees of the United States Congress. I co‐direct the Human Capital and

Economic Opportunity network of the Institute for New Economic Thinking. This group initiates, orchestrates, and facilitates the study of economic and social inequality in its multiple facets.

5. I have written extensively on the economics of human capital accumulation, the effects of educational choices on social and labor market outcomes, and many other aspects of labor theory. As part of this research, I have modeled and estimated the effects of various changes in

policy on individual educational choices, and social and labor market outcomes.2

2 See for example my research on educational and labor market outcomes: “Economic, Neurobiological and Behavioral Perspectives on Building America’s Future Workforce,” (with E. Knudsen, J. Cameron and J. Shonkoff) World Economics, 7(3), July‐ September, 2006; “The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior,” (with J. Stixrud and S. Urzua), Journal of Labor Economics, 24(3), July, 2006: 411‐482; “Bias‐Corrected Estimates of GED Returns,” (with P. LaFontaine), Journal of Labor Economics, 24(3), July 2006: 661‐700; “Earnings Functions, Rates of Return and Treatment Effects: The Mincer Equation and Beyond,” (with L. Lochner and P. Todd) in E. Hanushek and F. Welch, eds., Handbook of the Economics of Education, (North Holland: Amsterdam), (2006): pp. 307–458; “Labor Market Discrimination and Racial Differences

6. In performing my work in this matter, I have received assistance from Compass Lexecon personnel working under my supervision. I served as an expert in connection with the

O’Bannon case and trial, prepared expert reports, was deposed and testified at trial. 3 The work in this report expands on and continues the work I reported on in the O’Bannon matter. My work is on‐going and I may revise or supplement my findings. I am being compensated at the rate of $2300 per hour. My compensation does not depend on the outcome of this litigation.

My Curriculum Vitae, which includes a list of my expert testimony over the past four years, is attached to this report as Appendix A.

in Premarket Factors,” (with P. Carneiro and D. Masterov), The Journal of Law and Economics, 48(1) 2005: 1‐39; “Understanding the Sources of Ethnic and Racial Wage Gaps and Their Implications for Policy,” (with P. Carneiro and D. Masterov), in R. Nelson and L. Nielsen, eds., Handbook of Employment Discrimination Research: Rights and Realities, (Springer), (2005): 99‐136; “China’s Human Capital Investment,” China Economic Review, 16(1): 50–70, 2005. “The Nonequivalence of High School Equivalents,” (with S. Cameron), Journal of Labor Economics, 11(1), (January 1993): 1‐47; “Determinants of Young Males’ Schooling and Training Choices,” in Lisa L. Lynch, (ed.), Training and the Private Sector : International Comparisons, (Chicago: University of Chicago Press, 1994): 201‐232; “On Policies to Reward the Value Added by Educators,” (with J. Cawley and E. Vytlacil), Review of Economics and Statistics, 81(4), (November 1999): 720‐727; “Should College Attendance be Further Subsidized to Reduce Rising Wage Inequality?” (with Stephen Cameron) in M. Kosters, (ed.), Financing College Tuition: Government Policies and Educational Priorities, (AEI: Washington, DC., 1999); “Rethinking Education and Training Policy: Understanding the Sources of Skill Formation in a Modern Economy,” (with L. Lochner) in S. Danziger and J. Waldfogel, (eds.), Securing the Future: Investing in Children from Birth to College, Chapter 2, (New York: Russell Sage Foundation, 2000): 47‐ 84; “Identifying The Role of Cognitive Ability in Explaining the Level of and Change in the Return to Schooling,” (with E. Vytlacil), The Review of Economics and Statistics, 83(1), (February, 2001): 1‐12; “The Dynamics of Educational Attainment for Blacks, Hispanics, and Whites” (with S. Cameron), Journal of Political Economy, 109(3), (June 2001): 455‐499; “Selection Bias, Comparative Advantage and Heterogeneous Returns to Education: Evidence from China in 2000,” (with Xuesong Li), Pacific Economic Review, 9(3), (2004): 155‐171; “Interpreting the Evidence on Life Cycle Skill Formation,” (with F. Cunha), in E. Hanushek and F. Welch, eds., Handbook of the Economics of Education, (North Holland: Amsterdam), (2006): 697‐812; “Estimating Marginal Returns to Education,” (with P. Carneiro, and E. Vytlacil), The American Economic Review, 101(6), (October 2011): 2754‐2781; “U.S. Education and Training Policy: A Re‐evaluation of the Underlying Assumptions Behind the New Consensus,”, in A.R. Levenson and L. C. Solmon, (eds.), Labor Markets, Employment Policy and Job Creation, (Santa Monica, CA: Milken Institute for Job and Capital Formation), (October 1994): 83‐121; “Understanding the Role of Cognitive Ability in Accounting for the Recent Rise in the Economic Return to Education,” (with J. Cawley and L. Lochner) in K. Arrow, S. Bowles, and S. Durlauf (eds.), Meritocracy and Economic Inequality, (Princeton University Press: Princeton, NJ, 2000); “General Equilibrium Cost Benefit Analysis of Education and Tax Policies,” (with L. Lochner and C. Taber), in G. Ranis and L. K. Raut, (eds.), Trade, Growth and Development: Essays in Honor of Professor T.N. Srinivasan, Chapter 14, (Elsevier Science, B.V., Amsterdam, 1999): 291‐393. 3 O'Bannon et al. v. National Collegiate Athletic Association, Case No. 4:09‐cv‐3329‐CW (N.D. Cal.).

B. Scope of Work

7. I have been asked by counsel for the National Collegiate Athletics Association (“NCAA”) in this matter (captioned “In re: NCAA Athletic Grant‐in‐Aid Cap Antitrust Litigation”) to empirically evaluate student‐athlete outcomes that provide benchmarks for how students who participate in organized intercollegiate athletics fare relative to other individuals in their comparable cohorts who do not engage in intercollegiate athletics.

8. In particular, I examine the effect of participation in intercollegiate athletics on the human capital and economic outcomes for student‐athletes attending post‐secondary institutions relative to comparable students who did not participate in intercollegiate athletics.

In addition, I also examined outcomes for students participating in intercollegiate football and basketball at Division I and Football Bowl Subdivision (“FBS”) schools. I also examine outcomes for all athletes participating in high school varsity sports and intercollegiate athletics at other types of post‐secondary institutions, compared to those who are otherwise similar but do not participate in athletics.4

9. Because participation in athletics may provide benefits (or detriments) throughout several stages of adolescent and adult life including high school, college, and post college life, it is important to examine the effects of athletics at various stages of the life cycle. The longitudinal nature of the data I use allows me to focus on the effects of participation in athletics at different life stages, as well as to assess the cumulative effects of athletics

4 See Appendix C for descriptions of the precise construction of the athletics variables and other variables used in the analyses.

participation, since success at each stage can beget success, or at least help provide the opportunity for future success.

10. For my analysis, I employ the same conceptual framework and empirical methodologies used in my published papers that analyze the returns to investment in education and the effect of cognitive and non‐cognitive factors on educational, labor market and social outcomes. Using

this framework, I examine the role of high school and intercollegiate athletics in contributing to the outcomes experienced by student‐athletes.

11. One key area that I explore is how the existence of intercollegiate athletics provides incentives for students to graduate from high school and to get admitted to and attend college.

Research has shown that attending college provides lifelong benefits. Therefore, if intercollegiate athletics provides incentives to finish high school and improves student‐athletes’ opportunities to get admitted to and attend college programs, then this benefit would need to be considered in evaluating the benefits to student‐athletes from the current NCAA structure.

In examining whether participation in high school varsity athletics improves students’ probability of finishing high school and attending college, I also evaluate the extent to which participating in high school varsity athletics may compensate for disadvantaged backgrounds,

which otherwise may hinder college attendance or college graduation. Along these lines, this analysis provides a basis for assessing the extent to which athletics is a vehicle for social mobility for disadvantaged individuals.

12. Consistent with the literature on the returns to schooling, I also estimate the value of participating in intercollegiate athletics in terms of the effects on student‐athletes’ future wages. Part of this analysis involves assessing whether, as some have claimed, student‐athletes

who participate in intercollegiate athletics achieve inferior academic and labor market outcomes compared to comparable non‐athlete students. Specifically, I examine the questions of whether those who play varsity intercollegiate sports at four‐year institutions, and Division I institutions in particular, graduate at lower rates or earn lower wages than comparable non‐

athletes.5

C. Summary of Conclusions

13. Based on these analyses, my primary conclusions are that there are substantial benefits to participation in athletics in general, and in intercollegiate athletics in particular, especially for members of some disadvantaged groups. Further, I find little or no evidence of adverse effects of athletics participation on academic or labor market outcomes. Specifically, based on my analysis of two different extensive nationally representative datasets, the National Educational

Longitudinal Survey (“NELS”) and the Education Longitudinal Survey (“ELS”), controlling appropriately for cognitive and non‐cognitive factors and other socioeconomic and family background variables that may affect the outcomes, and which provide a basis for examining

the comparability of various cohorts, my main findings are as follows:

a. Probability of Graduating from High School Participation in athletics increases the probability of graduating from high school.6 Graduating is a step in a path to further achievements, and therefore implies improved future outcomes for student‐athletes.

b. Probability of Attending College Participation in athletics significantly improves the probability of attending college.7 This finding is consistent with what would be expected if high school students, in the hope of receiving a scholarship, invested more in their academic and athletic capital

5 The survey data I use follows students through their mid‐20’s, thus it provides information on early life‐cycle wages. 6 See Appendix Tables N1.1A, N1.2A, E1.1A, and E1.2A. 7 See Appendix Tables N2.1A, N2.2A, E2.1A, and E2.2A.

to meet the eligibility and admissions standards imposed by the NCAA and the colleges. In other words, just the anticipation of potentially receiving an athletic scholarship can motivate student human capital investments in high school that provide future rewards.

c. Graduation Rates (Obtaining a Bachelor’s Degree) I observe that intercollegiate varsity athletes are as likely or more likely to earn at least a Bachelor’s degree relative to comparable non‐athletes.8

d. Returns to Intercollegiate Athletics (Earnings) I find positive effects of athletics on initial (mid‐20’s) wages and no adverse effects on these wages due to participation in intercollegiate athletics.9

14. These results demonstrate, based on the available data, substantial benefits to athletic participation. In the following sections of my report, I explain the basis for this conclusion. My work is ongoing and I may update this conclusion as new information becomes available. A list of materials relied upon in this report is attached as Appendix B.

15. Section II provides an overview of the conceptual framework employed here and the academic literature underpinning this approach. Section III describes the data and methodology employed to generate my analyses of the effect of athletic participation on various outcomes. Section IV presents and discusses the empirical results from this analysis.

Section V summarizes my conclusions. Appendix C provides details on the variables from the

NELS and ELS datasets that were used or derived in the specifications presented in this report.

Appendix D provides background on the non‐cognitive and cognitive measures used in the

report and in the academic literature on this topic. Appendices D1 and D2 provide further detail on the construction of the non‐cognitive and cognitive measures, respectively. The full set of results is presented in Appendix E.

8 See Appendix Tables N3.3C, N3.4C, E3.3C, and E3.4C. 9 See Appendix Tables N4.1C, N4.2C, E4.1C, and E4.2C.

II. THE ECONOMICS OF HUMAN CAPITAL INVESTMENT PROVIDES A FRAMEWORK FOR ANALYZING THE IMPACT OF ATHLETICS ON VARIOUS OUTCOMES

16. As I outline below, the economics literature on human capital investment finds that returns from human capital investments reach beyond immediate financial benefits. Indeed, this literature provides clear support for the contention that, to reliably evaluate the net benefit that student‐athletes receive from attending college and participating in intercollegiate athletics, one must look beyond athletic scholarships and other financial benefits and activities occurring solely during one’s time at school. While in school, student‐athletes likely receive benefits from various aspects of their college experiences, including access to top academic

programs, sports training, team participation experiences, and social benefits from playing for a

high‐profile program, such as a Division I school.

17. Furthermore, the benefits that student‐athletes receive from participating in a Division I athletics program likely extend well beyond returns realized while students are enrolled in school. For example, the benefits of improved knowledge on exercise, eating habits, and general physical care can last well beyond school years and provide value later in life.

Leadership and teamwork skills that were acquired or enhanced through participation on a sports team potentially provide increased value in the job market following the student’s time in college.10 Economists refer to skills and knowledge that improve an individual’s future productivity at work (or at other activities such as personal care) as forms of human capital.

10 For example, see Shulman, James L., and William G. Bowen, The Game of Life, College Sports and Educational Values. (Princeton University Press, 2001), p. 101. Specifically, in discussing the post‐schooling careers of student‐ athletes, the authors report that athletes tend to have better teamwork skills and they attribute positive labor market outcomes to these types of skills.

18. The broad range of documented, long‐run benefits in the economics literature resulting from human capital investments means that reliable measures of welfare effects from such investments should consider effects beyond immediate financial benefits. It supports a long‐ horizon perspective of returns to early human capital investments.

A. The Economics Literature on Human Capital Investments

19. Human capital investments usually have the characteristic that individuals forgo short term returns in order to acquire personal skills that provide greater benefits long term.

Essentially, this involves planting seeds today for harvest in the future. Determining the optimal level and types of human capital investments to make is a complex decision. These decisions have long‐lasting implications for individuals’ (post‐college or otherwise) labor market careers. Such decisions also influence individuals’ productivity in non‐market areas, such as health maintenance and interpersonal relationships.

20. The broad range of effects resulting from human capital investments, along with the

complexity of these decisions, has been well‐documented. There has been extensive research

on human capital investment in the academic literature. I and many other economists have

spent significant efforts on researching optimal investments and tracking how these investments affect future outcomes in a variety of dimensions.11 For example, in my work, I

11 Examples of my research in this area include: Heckman, James J., Lance J. Lochner and Petra E. Todd, “Earnings Functions, Rates of Return and Treatment Effects: The Mincer Equation and Beyond," in Handbook of the Economics of Education, eds. E. Hanushek and F. Welch (Amsterdam: North‐Holland, 2006): 307‐458; Cunha, Flavio and James J. Heckman, "The Technology of Skill Formation," American Economic Review 97(2) (May 2007): 31‐47; Cunha, Flavio, James J. Heckman and Susanne M. Schennach, "Estimating the Technology of Cognitive and Noncognitive Skill Formation," Econometrica 78(3) (May 2010): 883‐931. For additional discussion, see Cunha, Flavio and James J. Heckman, "Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation," The Journal of Human Resources 43(4) (Fall 2008): 738‐82; Cunha, Flavio and James J. Heckman, "Identifying and Estimating the Distributions of Ex Post and Ex Ante Returns To Schooling," Labour Economics 14(6) (December 2007): 870‐93; Heckman, James J., Ricardo Cossa and Lance J. Lochner, "Learning‐by‐

9 have found that educational investments made early in life positively influence many different outcomes later in life, including labor market performance, individual health, and a variety of social outcomes.12

21. Beyond the longevity and complexity of returns emanating from human capital investments, the economics literature has also well documented the benefits to post‐secondary educations. From the time of Jacob Mincer’s 1974 book, “Schooling, Experience, and Earnings,”

I and many other researchers have performed extensive empirical research on the relationship between the various factors I discuss in this report and labor market outcomes.13 Positive and significant benefits are widely acknowledged in this literature.

22. Some examples in the economics literature, empirically linking post‐secondary investments to positive future outcomes, include: Heckman and Vytlacil (2001),14 Hoekstra

(2009),15 Andrews, Li, and Lovenheim (2016),16 Molitor and Leigh (2005),17 Averett and

Doing Versus On‐the‐Job Training: Using Variation Induced by the EITC to Distinguish between Models of Skill Formation," in Designing Inclusion: Tools to Raise Low‐End Pay and Employment in Private Enterprise, E. S. Phelps (ed.) (Cambridge: Cambridge University Press, 2003): 74‐130; Heckman, James J., Lance Lochner and Christopher Taber, "Human Capital Formation and General Equilibrium Treatment Effects: A Study of Tax and Tuition Policy," Fiscal Studies 20(1) (March 1999): 25‐40; Heckman, James J., Lance Lochner and Christopher Taber, "Explaining Rising Wage Inequality: Explorations with a Dynamic General Equilibrium Model of Labor Earnings with Heterogeneous Agents," Review of Economic Dynamics 1(1) (January 1998): 1‐58; Ashenfelter, Orley and James J. Heckman, "Measuring the Effect of an Anti‐discrimination Program," in Evaluating the Labor‐Market Effects of Social Programs, O. Ashenfelter and J. Blum (eds.) (Princeton, N.J.: Princeton University, 1976): 46‐89; Heckman, James J. "Estimates of a Human Capital Production Function Embedded in a Life‐Cycle Model of Labor Supply,” in Household Production and Consumption, ed. N. E. Terleckyj (New York: National Bureau of Economic Research, 1976): 227‐64; and Heckman, James J. "A Life‐Cycle Model of Earnings, Learning, and Consumption," Journal of Political Economy 84(4) (August 1976): S11‐S44. 12 Heckman, James J., John Eric Humphries, and Gregory Veramendi. “Returns to education: The causal effects of education on earnings, health and smoking,” Journal of Political Economy (forthcoming); Heckman, James J., Jora Stixrud, and Sergio Urzua, "The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior,” Journal of Labor Economics, 24(3) (July 2006): 411‐82. 13 Mincer, Jacob A., “Schooling, Experience, and Earnings,” National Bureau of Economic Research. (1974) 14 Heckman, James, and Edward Vytlacil. “Identifying the Role of Cognitive Ability in Explaining the Level of and Change in the Return to Schooling,” The Review of Economics and Statistics 83(1), (February 2001): 1‐12. 15 Hoekstra, Mark, “The Effect of Attending the Flagship State University on Earnings: A Discontinuity‐Based Approach,” The Review of Economics and Statistics, 91(4), (November 2009): 717‐24.

Dalessandro (2001),18 and Monk‐Turner (1994).19 These studies all show considerable benefits resulting from college investments, with these returns measured years after the investment decisions are implemented. This literature highlights the large potential benefits likely to flow to student‐athletes from participation in sports programs if college attendance or preparation are facilitated (or incentivized) by these athletic programs.

23. Given that the returns to education come from improving outcomes in many different areas and can occur over extended periods of time, optimally choosing human capital investments involves far more than merely assessing monetary costs associated with different schooling options. Understanding and incorporating this insight into my analysis leads to identifying the many benefits that can be derived from participating in intercollegiate basketball and football at Division I and FBS schools.

24. Student‐athletes participating in intercollegiate basketball and football at Division I and

FBS schools potentially receive numerous benefits, including: coaching inputs to improve a student’s performance in the sport, access to high quality training facilities, reputational capital acquired through playing the sport, admittance to an academic program that might otherwise be unavailable (even by paying tuition),20 human capital acquired through academic work,

16 Andrews, Rodney J., Jing Li and Michael F. Lovenheim, “Quantile Treatment Effects of College Quality on Earnings.” The Journal of Human Resources 51(1), 2016. 17 Molitor, Christopher J., and Duane E. Leigh, “In‐School Work Experience and the Returns to Two‐Year and Four‐ Year Colleges,” Economics of Education Review 24(4), (August 2005): 459‐68. 18 Averett, Susan, and Sharon Dalessandro, “Racial and Gender Differences in the Returns to 2‐Year and 4‐Year Degrees,” Education Economics, 9(3), (2001): 281‐92. 19 Monk‐Turner, Elizabeth, “Economic Returns to Community and Four‐Year College Education,” The Journal of Socio‐Economics, 23(4), (1994) 441‐47. 20 For example, many individuals from a disadvantaged background may not have had the opportunity to attend a high‐quality collegiate academic program, or even college at all, without the benefit of athletic grants‐in‐aid programs. This benefit has been explicitly recognized in the economics literature. See, e.g., Haskell, Devon,

human capital that enhances productivity as leader or team member, access to employment networks with improved job opportunities, ability to live in desirable geographic locations, and human capital that enhances overall health (e.g., knowledge related to healthy diets and exercise programs).

25. Indeed, in recent years, there have been a growing number of studies in the economics literature examining the public (social) and non‐monetary returns to education. For example,

Milligan et al. (2004) find positive effects of education on civic participation and involvement.21

As discussed in Moretti (2004), increased human capital also provides positive externalities that others may find attractive and affect the growth of cities and employers’ locational decisions.22

Oreopoulos and Salvanes (2011) survey several non‐monetary outcomes that are positively affected by education.23 For example, more educated individuals tend, on average, to have higher levels of job satisfaction and jobs with higher levels of prestige. Controlling for income, higher levels of education are associated with lower separation/divorce rates, and better self‐ reported health. Schooling may also lead to improved parenting skills, which provides benefits

to the next generation.

26. This research puts into context the well‐recognized benefits of attending college, and the human capital literature more broadly provides the context for evaluating the benefits of athletics for various academic and economic outcomes. Indeed, evaluating the outcomes from

“Essays on Sports Participation, Development, and Educational Outcomes,” Ph.D. Dissertation, University of Chicago, June 2012. 21 Milligan, Kevin, Enrico Moretti, and Philip Oreopoulos. "Does education improve citizenship? Evidence from the United States and the United Kingdom." Journal of Public Economics 88, no. 9 (2004): 1667‐1695. 22 Moretti, Enrico, "Human Capital Externalities In Cities." Handbook of Regional and Urban Economics 4, J.V. Henderson and J.F. Thisse (eds.), (2004): 2243‐2291. 23 Oreopoulos, Philip, and Kjell G. Salvanes, "Priceless: The Nonpecuniary Benefits of Schooling," The Journal of Economic Perspectives 25.1 (Winter 2011): 159‐184.

participation in intercollegiate sports is only one aspect of the broader incentives that intercollegiate sports and scholarships may provide for necessary precursor accomplishments ‐‐ including graduating from high school, and achieving sufficient grades to be accepted into college. In the following empirical analyses, I evaluate some of these benefits that flow from

participation in sports programs by student athletes.

III. DATA AND METHODOLOGY

A. Overview

27. The basic question I explore empirically is whether there are measurable benefits experienced by students who participate in intercollegiate athletics relative to other individuals in their cohorts who do not participate in intercollegiate athletics. However, the opportunity to participate in intercollegiate sports depends on student‐athletes graduating from high school and earning sufficient grades to qualify for admission to college.24

28. Thus, the possibility of playing intercollegiate athletics and receiving an athletic scholarship to college may provide incentives for high school students to invest more intensively in their human capital by participating in high school athletics, studying to earn better grades, and graduating from high school. There may also be benefits in terms of learning about cooperation and teamwork and experiencing the satisfaction of completing a goal.

29. My analysis seeks to measure the effects of participation in athletics at various stages along the path to participation in intercollegiate athletics. The four stages are graduation from

24 For example, in the NELS data, I find that 90% of all college varsity athletes participated in high school varsity athletics.

high school, attending a post‐secondary educational institution, obtaining a Bachelor’s degree and earning initial wages. The details of my data, method and findings are delineated below.

B. Data

30. For this analysis, differences in relative educational and labor market outcomes

(between student‐athletes and non‐athletes) are investigated with data from the National

Education Longitudinal Study of 1988 (“NELS:88”) and the Education Longitudinal Survey of

2002 (“ELS:2002”). I have gained access to both the public‐use data (downloaded from the public website) and the restricted‐use data obtained under contract with the U.S. Department of Education, Institute of Education Sciences. The restricted‐use data provide more detailed information on individual survey respondents, including information on which post‐secondary institutions they attended, which is needed to identify attendance at FBS and other Division I schools.

31. The NELS data are a nationally representative sample of students who were initially surveyed as eighth‐graders in 1988. A sample of these initial respondents was surveyed again in 1990, 1992, 1994 and 2000.25 Overall, 10,827 individuals responded in every survey wave,

and my analysis of the NELS data is focused on this set of survey respondents. Student questionnaires across these survey years covered school experiences, activities, school and labor market outcomes, and family background characteristics.26

32. The base year (1988) seeks to capture the characteristics and activities of students as they are about to leave middle or junior high school, the first follow‐up (1990) examines these

25 Additional students were added in the first two follow‐up periods to maintain the representativeness of the sample. 26 See http://nces.ed.gov/surveys/nels88/index.asp.

students, many of whom are sophomores in high school, and the second follow‐up occurs in

1992, when many of these individuals are seniors in high school. The third follow‐up surveys these individuals in 1994, when many sample members were enrolled at a post‐secondary institution. The final NELS survey wave occurs in 2000, at which point many of the survey respondents had completed their postsecondary education and had already started their careers.

33. The ELS data are a representative sample of students surveyed in 2002, 2004, 2006, and

2012. There were 10,895 individuals who responded across every survey wave, and I focus my

analysis of the ELS data on this set of respondents. Unlike the NELS survey, the ELS survey begins surveying individuals when many of them are sophomores in high school (2002). The first follow‐up occurs in 2004, when many of these respondents are in the 12th grade. The second follow‐up (2006) occurs at a point when many of the individuals are enrolled at a post‐ secondary institution, and the last survey occurs in 2012, when most students are in their mid‐

20’s. The ELS survey covers many of the same or similar questions covered by NELS, including

educational and income outcomes, measures of cognitive and non‐cognitive ability, socio‐

economic status (including parents’ education and income), personal aspirations and attitudes towards school, work, and home, educational resources and support, and extracurricular activities.27

34. For several reasons, I analyze the NELS and ELS datasets separately rather than combining them into one dataset. While the NELS and ELS surveys ask many similar questions, there were differences in some key questions and the construction of important variables

27 See https://nces.ed.gov/surveys/els2002/

between the two surveys, which could introduce imprecision in the measurement of the various effects of interest if the data were “pooled” together. For example, several of the variables which record characteristics of the respondent’s background, the respondent’s activities, and various non‐cognitive measures, were constructed differently in ELS and NELS.

While the specific questions are different, the resulting measures capture comparable characteristics and activities. Some of these differences may be due to the introduction of new research and developments in construction of sample questions. In addition, running each of the regressions separately for ELS and NELS data allows for the regression coefficients to vary across time, rather than assuming they have a fixed relationship across cohorts. The specific variables used in my analyses are discussed in detail in Appendix C.

35. While both the NELS and ELS surveys ask respondents about high school athletics participation and college athletics participation, specific sports are only identified in the data at the high school level. Therefore, for males I use the term “college football players and college basketball players” to refer to intercollegiate athletes who participated in either varsity high school football, varsity high school basketball, or both.28 For females, I use the term “college basketball players” to refer to intercollegiate athletes who participated in high school basketball.29

28 In the NELS and ELS data that I examine, a majority of male college athletes either a) only played football in high school, b) only played basketball in high school, c) only played football and basketball in high school, or d) did not play football or basketball in high school. For the above four groups of college athletes, there exists an unambiguous high school sports classification for purposes of my analysis (college basketball/football athletes and non basketball/football college athletes). Likewise, a majority of female college athletes either a) only played high school basketball or b) did not play high school basketball. 29 I also provide definitions for college football players and college basketball players in NELS and ELS in Appendix C.

C. Methodology

36. As discussed in the introduction, participation in athletics may provide benefits throughout several stages of one’s formative years during high school, college, and post‐college graduation. The longitudinal nature of the NELS and ELS data allows me to focus on the importance of athletics participation for a given life stage as well as to assess the cumulative effects of participation in athletics across life stages.

37. For example, consider the effect of participation in high school varsity athletics. As discussed below, I find that participation in high school athletics increases the likelihood of high school graduation.30 High school graduation, in turn, increases the likelihood of college attendance, and college attendance is a necessary requirement for earning a Bachelor’s degree.

Furthermore, as discussed previously, it is well documented that college graduates earn, on average, higher wages than those who do not have a college degree. As such, participation in

high school athletics may lead to higher wages in one’s mid‐20’s via the channel of post‐ secondary education.

38. Similarly, the option to participate in intercollegiate athletics may provide benefits through two channels. First, as I detail below, all else equal, I observe that participation in intercollegiate athletics increases the likelihood of obtaining at least a Bachelor’s degree.

Second, the benefits of intercollegiate athletics provide an additional incentive for high school students to both participate in high school athletics as well as graduate from high school in order to take advantage of the opportunities afforded by intercollegiate athletics.

30 See Appendix Tables N1.1A, N1.2A, E1.1A, and E1.2A.

39. Participation in intercollegiate athletics also provides benefits beyond the increased

likelihood of obtaining a Bachelor’s degree. As documented below, I observe higher mid‐20’s earnings outcomes for wage earners who participated in intercollegiate athletics.

40. I use econometric methods to examine various educational and labor market outcomes while carefully controlling for a host of individual characteristics, including cognitive abilities, non‐cognitive abilities, socio‐economic background, and family history – the omission of which might lead to spurious relationships between participation in athletics and the outcomes we study.31 These methods enable me to isolate the effect of athletic participation on these outcomes and evaluate whether the results are statistically significant.32

41. Examining outcomes individually allows me to focus on the effect of athletics

participation on a given outcome. As previously noted, I primarily focus on four types of outcomes, or what I will refer to as stages, throughout an individual’s early adulthood:33

 Graduation from high school  Attendance at a four‐year post‐secondary institution  Obtaining a Bachelor’s degree  Wages during one’s mid‐20’s

42. For each of these outcomes/stages, I econometrically control for individual and family background characteristics that have been shown to be important in the literature, thereby

allowing me to examine and isolate the role of participating in high school and intercollegiate athletics. Controls include cognitive ability measures (scores on achievement tests), non‐ cognitive ability (e.g., locus of control, general effort and persistence), race, family income,

31 This is commonly referred to as omitted variable bias in the econometrics literature. 32 Throughout my report, I test for statistical significance at a 5% significance level. 33 I also examine similar additional outcomes. For example, attendance at a NCAA Division I school, highest level of educational attainment (to include some post‐secondary education, two‐year college), etc.

parents’ education, etc. The full set of results, including a list of controls used for each outcome, is presented in Appendix E.

43. To understand the importance of properly controlling for individual and family characteristics, consider a hypothetical example in which one is interested in comparing the college graduation rates of athletes with the college graduation rates of non‐athletes. In particular, assume (as is actually observed in the data) that in the population students below the poverty line graduate at lower rates than all other students, and assume that students below the poverty line are represented at a higher rate in athletics than their rate of representation in the population. It would then follow that failing to control for the income level of the student’s family when examining the effect of athletics on the likelihood of college graduation would erroneously lead one to attribute the effects of family income on the likelihood of graduating to the effect of participation in college athletics on graduating.

44. I also control for cognitive and non‐cognitive factors and other demographic and family background variables. These factors have been shown to be important in predicting transitions to different levels of schooling and for predicting outcomes.34 This provides a means of comparing like‐for‐like background for athletes versus non‐athletes to better isolate the effect of participation in athletics on the outcomes of interest. Studies such as those by Harper et al.

(2013) that do not control for student background characteristics when examining differences in college graduation rates between African American student athletes and other college students, may lead to substantially biased conclusions regarding the differences in graduation

34 Heckman, James J., John Eric Humphries, and Gregory Veramendi. “Returns to education: The causal effects of education on earnings, health and smoking.” Journal of Political Economy (forthcoming).

rates across groups of students. It is important to control for factors known to explain the outcomes of interest. This is standard practice in economics. To omit such factors may create omitted variable bias and non‐scientific, unreliable inferences.

45. For every outcome of interest, I econometrically control for the aforementioned factors

using regression analysis. For example, when analyzing the probability that an individual

graduates from high school,35 I estimate a model that contains the following variables plus additional right‐hand‐side variables not explicitly listed here.36

Graduationi = b0 + b1(High School Athletic Participation)i + b2(African American)i + … + εi

where Graduation is a binary variable equal to one if an individual i graduates from high school and zero otherwise, High School Athletic Participation is a binary variable equal to one if individual i participates in high school athletics and zero otherwise, and African American is a binary variable equal to one if individual i is African American and zero otherwise. The coefficient b1 has the interpretation of the causal effect on the probability of graduating from high school due to the participation in high school athletics.37

46. I find that participation in athletics generates benefits at various stages of life. As described in the previous section, these benefits are measured by isolating the effect of athletics on a particular academic or labor‐market outcome while controlling for a variety of

35 Throughout this report, I will refer to graduation from high school on time or receipt of a GED on time as graduation from high school. 36 Other variables include controls for other races, family background information (such as family income), non‐ cognitive and cognitive measures, etc. As noted previously, a full list of variables is provided in Appendix C. 37 In this example, multiplying the coefficient by 100 would yield the percentage point increase in the probability of graduating from high school due to participation in high school athletics.

20 individual characteristics, including cognitive abilities, non‐cognitive abilities, socio‐economic background, and family history. My findings are detailed below.

IV. EMPIRICAL RESULTS

A. The Effects of Participation in High School Athletics ‐ Summary

47. First, I summarize my findings related to high school athletics from the NELS and ELS datasets below:

 All else equal, on average high school athletes are statistically significantly more likely to graduate from high school than comparable non‐athletes. Moreover, those who participate in football or basketball are statistically significantly more likely to graduate from high school than comparable non‐athletes.38

 All else equal, conditional on graduating from high school, on average the likelihood of attending a post‐secondary education institution is statistically significantly higher both for high school athletes relative to comparable non‐athletes and for high school football and basketball players relative to comparable non‐athletes.39,40 Further, on average, all else equal, even conditional on attending a post‐secondary institution, high‐ school student athletes continue to outperform, as both athletes in general and football and basketball players in particular graduate at statistically significantly higher rates than non‐athletes. I also find that high school athletes earn statistically significantly higher wages in their mid‐20’s.41

38 See Appendix Tables N1.1A, N1.2A, E1.1A, and E1.2A. 39 See Appendix Tables N2.1A, N2.2A, E2.1A, and E2.2A. 40 In the NELS balanced sample, approximately 10% of high school athletes continued to participate in college athletics. In the ELS balanced sample, approximately 14% of high school athletes continued to participate in college athletics. Also, note that some football players and some basketball players also participate in other sports as well. These individuals are included as students who are considered to have played football or basketball. 41 Specifically, I find that among college students, all else equal, high school athletes are, on average, as likely or statistically significantly more likely to earn at least a Bachelor’s degree than comparable non‐athletes. Some of these high school athletes also participated in intercollegiate athletics. See Appendix Tables N3.3A, N3.4A, E3.3A, and E3.4A for further details on my estimates. Additionally, I also find that future wages are also higher for athletes. Namely, examining individuals in their mid‐20’s, all else equal, on average I find that those who participated in high school athletics in general as well as those who participated in high school football or basketball in particular earn wages that are statistically significantly higher than comparable individuals who did not participate in high school athletics. See Appendix Tables N4.1A, N4.2A, E4.1A, and E4.2A for further details on my estimates.

 All else equal, high school athletics participation confers considerable benefits at various stages of one’s life when analyzing various subsamples of individuals in the data.

B. The Effects of High School Athletics: High School Graduation

ELS

48. On average, high school athletics participation increases the likelihood that both males and females graduate high school. Among females, all else equal, on average high school athletes are 1.8 percentage points more likely to graduate than comparable non‐athletes and basketball players are 3.0 percentage points more likely to graduate than comparable non‐ athletes. Among males, all else equal, on average athletes are 4.6 percentage points more likely to graduate than comparable non‐athletes, and those who play either football or basketball are 5.0 percentage points more likely to graduate than comparable non‐athletes (see

Table 1). These results are statistically significant.

NELS

49. In NELS, all else equal, on average female high school basketball players are statistically significantly more likely to graduate from high school than comparable females who did not participate in high school athletics. Similarly, all else equal, on average male football and basketball players are statistically significantly more likely to graduate high school than comparable males who did not participate in high school athletics. Likewise, all else equal, on average male and female athletes in general are statistically significantly more likely to graduate from high school than comparable non‐athletes (see Table 1).

Table 1: High School Graduation Dependent Variable: Received High School Diploma or GED Linear Probability Model

NELS ELS Males

HS Sophomore Varsity Athlete (% points) 7.8*** 4.6*** Coefficient Estimate 0.078*** 0.046***

(Standard Error) (0.009) (0.009)

[95% Confidence Interval] [0.060 , 0.097] [0.028 , 0.064]

High School Sophomore BB/FB Varsity Athlete (% points) 8.4*** 5.0*** Coefficient Estimate 0.084*** 0.050***

(Standard Error) (0.010) (0.010)

[95% Confidence Interval] [0.064 , 0.105] [0.030 , 0.071]

Females

HS Sophomore Varsity Athlete (% points) 4.3*** 1.8** Coefficient Estimate 0.043*** 0.018**

(Standard Error) (0.007) (0.007)

[95% Confidence Interval] [0.029 , 0.057] [0.005 , 0.030]

High School Sophomore BB/FB Varsity Athlete (% points) 3.9*** 3.0*** Coefficient Estimate 0.039*** 0.030***

(Standard Error) (0.011) (0.008)

[95% Confidence Interval] [0.018 , 0.060] [0.013 , 0.046]

Notes: Summary of results of Tables N1.1A, N1.2A, E1.1A, E1.2A. Each cell corresponds to the athletic effect of interest from a particular regression specification. Robust standard errors in parentheses. 95‐percent confidence intervals in square brackets. *** and ** denote statistical significance of the coefficient estimate at the 0.1 and 1 percent level, respectively.

C. The Effects of High School Athletics – Attending a Post‐Secondary Institution

ELS

50. Among high school graduates, all else equal, on average those who participated in high school athletics are statistically significantly more likely to attend a post‐secondary institution.

In particular, male athletes are 4.3 percentage points more likely to attend a post‐secondary

institution than comparable males who did not participate in sports, and female athletes are

5.8 percentage points more likely to attend a post‐secondary institution than comparable females who did not participate in sports. This also holds true when examining the specific sports of football and basketball. Among males, those who played football or basketball are 4.6

percentage points more likely to attend a post‐secondary institution than comparable non‐ athletes. Furthermore, female high school basketball players are 6 percentage points more likely to attend a post‐secondary institution than comparable females who did not participate in high school athletics (see Table 2).

NELS

51. Conditional on graduating from high school, all else equal, on average female high school basketball players are statistically significantly more likely to attend a post‐secondary institution than comparable females who did not participate in high school athletics. Likewise, among males, all else equal, on average those who participated in either high school football or

high school basketball are statistically significantly more likely to attend a post‐secondary institution than comparable non‐athletes. Similarly, all else equal, on average male and female high school athletes are statistically significantly more likely to attend a post‐secondary institution than comparable non‐athletes (see Table 2).

Table 2: Attending Any PSE Institution Dependent Variable: Attended Any PSE Institution Within Two Years of High School Graduation, Conditional on Graduation from High School; Linear Probability Model

NELS ELS Males

HS Sophomore Varsity Athlete (% points) 9.3*** 4.3** Coefficient Estimate 0.093*** 0.043**

(Standard Error) (0.015) (0.013)

[95% Confidence Interval] [0.063 , 0.123] [0.017 , 0.069]

High School Soph. BB/FB Varsity Athlete (% points) 10.3*** 4.6** Coefficient Estimate 0.103*** 0.046**

(Standard Error) (0.017) (0.015)

[95% Confidence Interval] [0.070 , 0.137] [0.016, 0.076]

Females

HS Sophomore Varsity Athlete (% points) 8.2*** 5.8*** Coefficient Estimate 0.082*** 0.058***

(Standard Error) (0.013) (0.010)

[95% Confidence Interval] [0.056 , 0.108] [0.039 , 0.078]

High School Soph. BB Varsity Athlete (% points) 9.8*** 6.0*** Coefficient Estimate 0.098*** 0.060***

(Standard Error) (0.019) (0.015)

[95% Confidence Interval] [0.060 , 0.136] [0.031 , 0.090]

Notes: Summary of results of Tables N2.1A, N2.2A, E2.1A, E2.2A. Each cell corresponds to the athletic effect of interest from a particular regression specification. Robust standard errors in parentheses. 95‐percent confidence intervals in square brackets. *** and ** denote statistical significance of the coefficient estimate at the 0.1 and 1 percent level, respectively.

D. The Effects of High School Athletics – Specific Findings by Socioeconomic Background and Race

52. The beneficial effects of athletics at various stages of one’s life are also found when examining students from backgrounds that could be considered as disadvantaged.

Poverty42

ELS

 For example, among males below the poverty line, all else equal, on average I find that those who participate in high school athletics are 15% more likely to graduate high school than comparable non‐athletes. This result is statistically significant (Appendix Table E1.1B).

 Moreover, conditional on graduating from high school, all else equal, on average the effect of participation in high school athletics on the likelihood of attending a post‐ secondary institution is not different for students below the poverty line relative to other comparable students (Appendix Tables E2.1B, E2.2B).

NELS

 I find that males below the poverty line surveyed in NELS benefit from high school athletics to a similar extent to those I observe in ELS. In NELS, among males below the poverty line, all else equal, on average high school athletes are 11.6 percentage points more likely to graduate from high school than comparable non‐athletes (Appendix Table N1.1B). Similarly, among males below the poverty line, all else equal, on average those playing high school football or basketball are 10.7 percentage points more likely to graduate high school than comparable non‐athletes (Appendix Table N1.1B). These results are statistically significant.

 Among males below the poverty line who graduate from high school, all else equal, on average I find that those who play high school football or basketball are 17.2 percentage points more likely to attend a post‐secondary institution (see Table 3). This result is statistically significant.

Single‐parent households

ELS

 Among males from single‐parent households, all else equal, on average high school athletes are 7.4 percentage points more likely to graduate from high school than comparable non‐athletes (Appendix Table E1.1B). Similarly, when examining the same

42 When analyzing ELS data, I use 2001 U.S. poverty thresholds (adjusted for household size and number of children). When analyzing NELS data, I use 1987 U.S. poverty thresholds (adjusted for household size and number of children). Poverty thresholds for both years are available at https://www.census.gov/data/tables/time‐ series/demo/income‐poverty/historical‐poverty‐thresholds.html.

subset of males from single‐parent households, all else equal, on average those who are high school football or basketball players are 6.8 percentage points more likely to graduate from high school than comparable non‐athletes (Appendix Table E1.1B). These results are statistically significant.

 Females from single‐parent households also benefit from playing high school basketball. Among females, all else equal, on average I find that female high school basketball players are 5.2 percentage points more likely to graduate from high school than comparable non‐athletes (Appendix Table E1.2B). Furthermore, among females from single‐parent households who graduate from high school, all else equal, on average high school basketball players are 7.9 percentage points more likely to attend a post‐ secondary institution (see Table 3). These results are statistically significant.

NELS

 Among students from single‐parent homes, all else equal, on average high school football and basketball players are statistically significantly more likely to graduate from high school than comparable non‐athletes (Appendix Tables N1.1B, N1.2B). Conditional on graduating from high school, all else equal, on average they are also statistically significantly more likely to attend a post‐secondary institution than comparable non‐ athletes (see Table 3).

African‐American students

ELS

 Among African‐American females, all else equal, on average those who participate in high school athletics are 6.7 percentage points more likely to graduate from high school than comparable non‐athletes (Appendix Table E1.2B). This result is statistically significant.

NELS

 I also find that high school athletics provides benefits to African‐American males at various stages. In particular, among African‐American males, all else equal, on average high school athletes are 11 percentage points more likely to graduate from high school (Appendix Table N1.1B) and 17.2 percentage points more likely to attend a post‐ secondary institution (see Table 3). These results are statistically significant.

Table 3: Attending Any PSE Institution Dependent Variable: Attended Any PSE Institution Within Two Years of High School Graduation Conditional on Graduation from High School; Linear Probability Model

Below the Poverty Single‐Parent Subpopulation: Line Household African Americans

NELS ELS NELS ELS NELS ELS Males

HS Sophomore Varsity Athlete (% points) 13.1* 7.8 7.7* 3.8 17.2** 2.4 Coefficient Estimate 0.131* 0.078 0.077* 0.038 0.172** 0.024 (Standard Error) (0.056) (0.062) (0.034) (0.027) (0.065) (0.049) [95% Confidence Interval] [0.021 , 0.241] [‐0.042 , 0.199] [0.011 , 0.143] [‐0.015 , 0.092] [0.044 , 0.300] [‐0.072 , 0.119]

HS Soph. BB/FB Varsity Athlete (% points) 17.2** 11.1 8.6* 0.9 18.8** 2.1 Coefficient Estimate 0.172** 0.111 0.086* 0.009 0.188** 0.021 (Standard Error) (0.060) (0.068) (0.038) (0.032) (0.067) (0.052) [95% Confidence Interval] [0.053 , 0.290] [‐0.023 , 0.245] [0.013 , 0.160] [‐0.054 , 0.072] [0.057 , 0.319] [‐0.080 , 0.123]

Females

HS Sophomore Varsity Athlete (% points) 10.5* 5.0 10.7*** 7.4*** ‐3.3 3.5 Coefficient Estimate 0.105* 0.050 0.107*** 0.074*** ‐0.033 0.035 (Standard Error) (0.049) (0.040) (0.028) (0.020) (0.049) (0.035) [95% Confidence Interval] [0.009 , 0.201] [‐0.028 , 0.129] [0.053 , 0.161] [0.035 , 0.113] [‐0.129 , 0.063] [‐0.035 , 0.104]

HS Soph. BB Varsity Athlete (% points) 7.3 4.8 11.9** 7.9* 7.3 1.4 Coefficient Estimate 0.073 0.048 0.119** 0.079* 0.073 0.014 (Standard Error) (0.069) (0.074) (0.043) (0.032) (0.066) (0.053) [95% Confidence Interval] [‐0.063 , 0.208] [‐0.096 , 0.193] [0.036 , 0.203] [0.017 , 0.141] [‐0.057 , 0.203] [‐0.090 , 0.119]

Notes: Summary of results of Tables N2.1B, N2.2B, E2.1B, E2.2B. Each cell corresponds to the athletic effect of interest from a particular regression specification. Robust standard errors in parentheses. 95‐percent confidence intervals in square brackets. ***, **, and * denote statistical significance of the coefficient estimate at the 0.1, 1, and 5 percent level, respectively.

E. The Effects of Intercollegiate Athletics: Earning a Bachelor’s Degree

53. The findings just discussed provide strong evidence of the benefits of participation in high school athletics in general and in high school football and high school basketball in

particular, at various stages of students’ progression through high school and college. Similarly, below I find a higher probability of obtaining at least a Bachelor’s degree and higher earnings for college athletes relative to comparable college students who did not participate in intercollegiate athletics. In particular:

ELS

 All else equal, on average college athletes are as likely or statistically significantly more likely to earn at least a Bachelor’s degree relative to comparable college students who did not participate in intercollegiate athletics (see Table 4).

 Among males in college, all else equal, on average college football and college basketball players are statistically significantly more likely to earn at least a Bachelor’s degree than comparable individuals who did not participate in intercollegiate athletics (see Table 4).

NELS

 The benefits attributable to intercollegiate athletics participation found in ELS are generally found in the NELS dataset as well. In particular, all else equal, college athletes are on average more likely to earn at least a Bachelor’s degree relative to other comparable college students who did not participate in intercollegiate athletics.

 For example, among male college students, all else equal, I find that those who participate in intercollegiate athletics on average are 6.1 percentage points more likely to earn at least a Bachelor’s degree. Among female college students, all else equal, on average those who participate in intercollegiate athletics are 10.9 percentage points more likely to earn at least a Bachelor’s degree (see Table 4).43

43 Similarly, using Multinomial Logit to examine the categorical outcome of highest level of educational attainment of those who attended a post‐secondary education institution, all else equal, on average I find that intercollegiate athletes are statistically significantly more likely to earn a Bachelor degree than non‐athletes. In particular, all else equal, on average male intercollegiate athletes in ELS are 13.1 percentage points more likely to attain a Bachelor degree than non‐athletes and female athletes are 11.4 percentage points more likely to attain a Bachelor degree than non‐athletes (based on results of Appendix Tables E3.1D and E3.2D). In NELS, all else equal, on average male intercollegiate athletes are 15.5 percentage points more likely to attain a Bachelor degree than non‐athletes and

Table 4: Earning a Bachelor's Degree or Higher Dependent Variable: Post‐Secondary Education Attained – Bachelor’s Degree or Higher; Linear Probability Model

NELS ELS Males

College Athlete (% points) 6.1* 6.7** Coefficient Estimate 0.061* 0.067**

(Standard Error) (0.028) (0.026)

[95% Confidence Interval] [0.006 , 0.115] [0.017 , 0.118]

College FB/BB Athlete (% points) 4.9 6.9* Coefficient Estimate 0.049 0.069*

(Standard Error) (0.037) (0.035)

[95% Confidence Interval] [‐0.023 , 0.121] [0.001 , 0.138]

Females

College Athlete (% points) 10.9*** 1.9 Coefficient Estimate 0.109*** 0.019

(Standard Error) (0.028) (0.027)

[95% Confidence Interval] [0.053 , 0.164] [‐0.033 , 0.071]

College BB Athlete (% points) 16.7*** ‐0.8 Coefficient Estimate 0.167*** ‐0.008

(Standard Error) (0.039) (0.053)

[95% Confidence Interval] [0.090 , 0.244] [‐0.111 , 0.095]

Notes: Summary of results of Tables N3.3C, N3.4C, E3.3C, E3.4C. Conditional on attending a non‐profit 4‐year PSE institution. Each cell corresponds to the athletic effect of interest from a particular regression specification. Robust standard errors in parentheses. 95‐percent confidence intervals in square brackets. ***, **, and * denote statistical significance of the coefficient estimate at the 0.1, 1, and 5 percent level, respectively.

female athletes are 22.3 percentage points more likely to attain a Bachelor degree than non‐athletes (based on results of Appendix Tables N3.1D and N3.2D).

F. The Effects of Intercollegiate Athletics: Wages

ELS

54. The beneficial effects of intercollegiate athletics participation continue after entering the workforce. In particular, all else equal, individuals who were college athletes on average earn statistically significantly higher wages in their mid‐20’s than other comparable individuals.44

55. All else equal, on average I find that males who were college athletes earn wages in their mid‐20’s that are approximately 12% higher than those of other comparable males, and I find that females who were college athletes earn wages in their mid‐20’s that are approximately 18% higher than those of other comparable females (see Table 5).45 These

results are statistically significant.

NELS

56. Among males who earn wages in their mid‐20’s, I find that males who were college

athletes earn statistically significantly higher wages than all other males. In particular, among

males, all else equal, males who were college athletes earn wages that are on average

approximately 15% higher than all others. Among females who earn wages in their mid‐20’s, I

do not find a difference in wages when comparing those who were college athletes relative to

all others (see Table 5).

44 Throughout my analysis of the effects of athletics on mid‐20’s wages, I examine survey respondents who reported earning positive wages from employment. 45 Note that the effect of athletics on mid‐20’s wage is calculated by exponentiating the relevant estimate displayed in Table 5 and subtracting one. For example, the 12.0% figure cited in Table 5 is calculated according to .1. Results are similar when employing an alternative transformation of the coefficient estimate to percentage effects.

57. The finding that males who were college athletes earn wages in their mid‐20’s that are

on average statistically significantly higher relative to all other males also holds when only

examining mid‐20’s wages of males who played college football and college basketball relative

to the mid‐20’s wages of males who did not participate in intercollegiate athletics (see Table 5).

G. The Effects of Intercollegiate Athletics ‐ Division I and FBS Students

58. I also examine the extent to which the beneficial effects of athletics extend to those who specifically attend FBS and other Division I institutions. Within FBS and Division I generally, on average I find no adverse effects of participation in intercollegiate athletics on various outcomes when examining both the NELS and ELS datasets. On average, I also find no difference in the effect of intercollegiate athletics on various outcomes when comparing

Division I students with comparable non‐Division I students.46

46 See Appendix Tables N3.3C, N3.4C, E3.3C, E3.4C, N4.1C, N4.2C, E4.1C, and E4.2C.

Table 5: Mid‐20’s Wages Dependent Variable: Logarithmic Annual Income in Mid‐20's Conditional on Earning Employment Income

NELS ELS Males

College Athlete& 15.3% 12.0% Coefficient Estimate 0.142*** 0.113*

(Standard Error) (0.036) (0.051)

[95% Confidence Interval] [0.071, 0.213] [0.013, 0.213]

College FB/BB Athlete& 16.9% 12.8% Coefficient Estimate 0.156*** 0.121

(Standard Error) (0.043) (0.068)

[95% Confidence Interval] [0.073 , 0.240] [‐0.013 , 0.255]

Females

College Athlete& 8.7% 18.5% Coefficient Estimate 0.083 0.170**

(Standard Error) (0.045) (0.056)

[95% Confidence Interval] [‐0.006 , 0.172] [0.059 , 0.280]

College BB Athlete& 1.5% 28.2% Coefficient Estimate 0.014 0.249**

(Standard Error) (0.070) (0.096)

[95% Confidence Interval] [‐0.123 , 0.152] [0.061 , 0.436]

Notes: Summary of results of Tables N4.1C, N4.2C, E4.1C, E4.2C. Each cell corresponds to the athletic effect of interest from a particular regression specification. Robust standard errors in parentheses. 95‐percent confidence intervals in square brackets. ***, **, and * denote statistical significance of the coefficient estimate at the 0.1, 1, and 5 percent level, respectively. & denotes percent computed according to e(Coefficient Estimate) ‐1.

Probability of Attending a Division I Institution

ELS

59. Among high school graduates, all else equal, I find that on average those who participated in high school athletics are statistically significantly more likely to attend a Division

I school than comparable non‐athletes. This also holds true when examining high school

football and basketball players relative to non‐athletes (Appendix Tables E2.5A, E2.6A).

NELS

60. In NELS, I also find that all else equal, high school athletes are on average statistically significantly more likely to attend a Division I school than comparable non‐athletes (Appendix

Tables N2.5A, N2.6A).

Comparisons Within Division I Cohorts

Earning a Bachelor’s Degree or Higher47

ELS

Males and females

 Among comparable Division I male students, all else equal, on average the incremental effect of intercollegiate athletics on the likelihood that an individual will earn a Bachelor’s degree or higher is positive and significant (Appendix Table E3.3C). Among comparable Division I female students, all else equal, on average there are no adverse effects of intercollegiate athletics on the likelihood that an individual will earn a Bachelor’s degree or higher (Appendix Table E3.4C).

47 See Table 6 for a summary of the results in this section.

 Among comparable FBS students, all else equal, on average there are no adverse effects of intercollegiate athletics on the likelihood that an individual will earn a Bachelor’s degree or higher (Appendix Tables E3.3C, E3.4C).

 Among comparable Division I students, all else equal, I find that on average college football players and college basketball players earn a Bachelor’s degree or higher at the same rate as non‐athletes (Appendix Tables E3.3C, E3.4C).

 Among comparable FBS students, all else equal, on average I find that college football players and college basketball players earn a Bachelor’s degree or higher at the same rate as non‐athletes (Appendix Tables E3.3C, E3.4C).

NELS

Males and females  Among comparable Division I students, all else equal, on average there are no adverse effects of intercollegiate athletics on the likelihood that an individual will earn a Bachelor’s degree or higher (Appendix Tables N3.3C, N3.4C).

 Among comparable Division I students, all else equal, I find that college football players and college basketball players are on average more likely to earn a Bachelor’s degree or higher than comparable non‐athletes (Appendix Tables N3.3C, N3.4C).

Table 6: Earning a Bachelor's Degree or Higher Dependent Variable: Post‐Secondary Education Attained – Bachelor’s Degree or Higher; Linear Probability Model Subpopulation: Division I FBS

NELS ELS NELS ELS Males

College Athlete (% points) 6.1 8.5* 4.1 2.1 Coefficient Estimate 0.061 0.085* 0.041 0.021 (Standard Error) (0.038) (0.036) (0.057) (0.052) [95% Confidence Interval] [‐0.014 , 0.135] [0.015 , 0.155] [‐0.071 , 0.153] [‐0.081 , 0.122]

College FB/BB Athlete (% points) 9.6* 8.5 6.3 ‐2.5 Coefficient Estimate 0.096* 0.085 0.063 ‐0.025 (Standard Error) (0.047) (0.053) (0.069) (0.081) [95% Confidence Interval] [0.005 , 0.188] [‐0.019 , 0.189] [‐0.071 , 0.198] [‐0.184 , 0.134]

Females

College Athlete (% points) 5.5 0.6 4.8 1.2 Coefficient Estimate 0.055 0.006 0.048 0.012 (Standard Error) (0.041) (0.038) (0.058) (0.049) [95% Confidence Interval] [‐0.025 , 0.136] [‐0.069 , 0.081] [‐0.066 , 0.162] [‐0.083 , 0.107]

College BB Athlete (% points) 14.4** ‐3.7 14.8 ‐3.8 Coefficient Estimate 0.144** ‐0.037 0.148 ‐0.038 (Standard Error) (0.048) (0.107) (0.083) (0.154) [95% Confidence Interval] [0.050 , 0.238] [‐0.248 , 0.173] [‐0.014 , 0.310] [‐0.339 , 0.263]

Notes: Summary of results of Tables N3.3C, N3.4C, E3.3C, E3.4C. Conditional on attending a non‐ profit 4‐year PSE institution. Each cell corresponds to the athletic effect of interest from a particular regression specification. Robust standard errors in parentheses. 95‐percent confidence intervals in square brackets. ** and * denote statistical significance of the coefficient estimate at the 1 and 5 percent level, respectively.

Wage Earners48

ELS

Males and females

 Among Division I students, all else equal, on average there are no adverse effects of intercollegiate athletics on mid‐20’s wages (Appendix Tables E4.1C, E4.2C).

 Among FBS students, all else equal, on average there are no adverse effects of intercollegiate athletics on mid‐20’s wages (Appendix Tables E4.1C, E4.2C).

 Among Division I students, all else equal, on average I find that college football players and college basketball players earn the same wages in their mid‐20’s as non‐athletes (Appendix Tables E4.1C, E4.2C).

 Among FBS students, all else equal, on average I find that college football players and college basketball players earn the same wages in their mid‐20’s as non‐athletes (Appendix Tables E4.1C, E4.2C).

NELS

Males

 Among Division I male students, all else equal, on average the incremental effect of intercollegiate athletics on mid‐20’s wages is positive and significant. (Appendix Table N4.1C).

 Among FBS male students, all else equal, on average there are no adverse effects of intercollegiate athletics on mid‐20’s wages (Appendix Table N4.1C).

 Among Division I male students, all else equal, on average I find that college football players and college basketball players earn statistically significantly higher wages in their mid‐20’s than non‐athletes (Appendix Table N4.1C).

 Among FBS male students, all else equal, on average I find that college football players and college basketball players earn statistically significantly higher wages in their mid‐ 20’s than non‐athletes (Appendix Table N4.1C).

48 See Table 7 for a summary of the results in this section.

Females

 Among Division I female students, all else equal, on average there are no adverse effects of intercollegiate athletics on mid‐20’s wages. (Appendix Table N4.2C).

 Among FBS female students, all else equal, on average there are no adverse effects of intercollegiate athletics on mid‐20’s wages (Appendix Table N4.2C).

 Among Division I female students, all else equal, on average I find that college basketball players earn the same wages in their mid‐20’s as non‐athletes (Appendix Table N4.2C).

 Among FBS female students, all else equal, on average I find that college basketball players earn the same wages in their mid‐20’s as non‐athletes (Appendix Table N4.2C).

Division I Compared to Non‐Division I

Obtaining a Bachelor’s Degree or Higher

61. In both NELS and ELS, all else equal, on average I find that the effect of participating in intercollegiate athletics on the likelihood of earning a Bachelor’s degree or higher among

Division I students is not statistically different than the effect of intercollegiate athletics participation on the likelihood of obtaining a Bachelor’s degree or higher among comparable non‐Division I students.49 Likewise, all else equal, on average I find no difference in the effect of intercollegiate athletics on the likelihood of earning a Bachelor’s degree or higher when comparing students at FBS institutions with comparable students at non‐FBS institutions.50

49 See Appendix Tables N3.3C, N3.4C, E3.3C, and E3.4C. 50 See Appendix Tables N3.3C, N3.4C, E3.3C, and E3.4C.

Table 7: Mid‐20’s Wages Dependent Variable: Logarithmic Annual Income in Mid‐20's Conditional on Earning Employment Income Subpopulation: Division I FBS

NELS ELS NELS ELS Males

College Athlete& 22.0% 13.3% 13.8% 7.9% Coefficient Estimate 0.199** 0.125 0.129 0.076 (Standard Error) (0.065) (0.066) (0.090) (0.099) [95% Confidence Interval] [0.072 , 0.325] [‐0.004 , 0.254] [‐0.047 , 0.305] [‐0.117 , 0.269]

College FB/BB Athlete& 27.6% 19.3% 24.0% 13.1% Coefficient Estimate 0.243*** 0.176 0.215** 0.123 (Standard Error) (0.069) (0.091) (0.079) (0.130) [95% Confidence Interval] [0.108 , 0.379] [‐0.002 , 0.354] [0.060 , 0.370] [‐0.131 , 0.377]

Females

College Athlete& 2.6% 11.4% 8.6% 4.5% Coefficient Estimate 0.026 0.108 0.082 0.044 (Standard Error) (0.067) (0.093) (0.104) (0.143) [95% Confidence Interval] [‐0.105 , 0.157] [‐0.074 , 0.290] [‐0.122 , 0.287] [‐0.237 , 0.324]

College BB Athlete& ‐7.5% 22.7% ‐12.2% ‐7.1% Coefficient Estimate ‐0.078 0.204 ‐0.130 ‐0.073 (Standard Error) (0.095) (0.194) (0.134) (0.304) [95% Confidence Interval] [‐0.264 , 0.108] [‐0.176 , 0.584] [‐0.393 , 0.133] [‐0.670 , 0.523]

Notes: Summary of results of Tables N4.1C, N4.2C, E4.1C, E4.2C. Each cell corresponds to the athletic effect of interest from a particular regression specification. Robust standard errors in parentheses. 95‐percent confidence intervals in square brackets. *** and ** denote statistical significance of the coefficient estimate at the 0.1 and 1 percent level, respectively. & denotes percent computed according to e(Coefficient Estimate) ‐1.

Wages

62. Similarly, in both NELS and ELS, all else equal, on average I find that the effect of intercollegiate athletics participation at a Division I institution on mid‐20’s wages is not statistically different than the effect of intercollegiate athletics participation at a non‐Division I institution.51 Moreover, all else equal, on average I find that the effect of participating in intercollegiate athletics at an FBS institution on mid‐20’s wages is not statistically different than the effect of participating in intercollegiate athletics at a non‐FBS institution.52

63. As part of these analyses, I performed numerous robustness checks, which I and others commonly use in academic research. These robustness checks include: examining results on various demographic groups, using different functional forms, controlling for cognitive and non‐ cognitive ability in various ways, using various definitions of high school athlete and college

athlete, and including or excluding explanatory variables.

V. CONCLUSION

64. The economics literature on human capital investment and returns to education and my own analysis of NELS and ELS data support the contention that participation in athletics provides substantial benefits to various groups, including to students from disadvantaged

backgrounds. Based on these analyses, my primary conclusions are that there are substantial benefits to participation in athletics in general, and in intercollegiate athletics in particular, especially for members of some disadvantaged groups. Further, all else equal, on average I find

51 See Appendix Tables N4.1C, N4.2C, E4.1C, and E4.2C. 52 See Appendix Tables N4.1C, N4.2C, E4.1C, and E4.2C.

no adverse effects of participation in intercollegiate athletics on academic or labor market outcomes for the groups of particular interest in this litigation, namely students participating in intercollegiate basketball and football in Division I or FBS schools. To the extent that

intercollegiate athletic scholarships provide incentives and paths to educational and athletics opportunities otherwise limited or unavailable for such students, athletics provide a vehicle for social mobility. Indeed, consistent with the literature on human capital development, the benefits of investments in human capital from the various stages I studied should provide life‐ long benefits.

Signed this 5t21 day of March 2017.

42 Appendix A February 7, 2017

James Joseph Heckman Department of Economics University of Chicago 1126 East 59th Street Chicago, Illinois 60637 Telephone: (773) 702-0634 Fax: (773) 702-8490 Email: [email protected]

Personal Date of Birth: April 19, 1944 Place of Birth: Chicago, Illinois

Education B.A. 1965 (Math) Colorado College (summa cum laude) M.A. 1968 (Econ) Princeton University Ph.D. 1971 (Econ) Princeton University

Dissertation “Three Essays on Household Labor Supply and the Demand for Market Goods.” Sponsors: S. Black, H. Kelejian, A. Rees

Graduate and Undergraduate Academic Honors Phi Beta Kappa Woodrow Wilson Fellow NDEA Fellow NIH Fellow Harold Willis Dodds Fellow

Post-Graduate Honors Honorary Degrees and Professorships Doctor Honoris Causa, Vienna University of Economics and Business, Vienna, Austria. Jan- uary, 2017. Doctor of Social Sciences Honoris Causa, Lignan University, China. November, 2015. Honorary Doctorate of Science (Economics), University College London. September, 2013. Doctor Honoris Causis, Pontiﬁcal University, Santiago, Chile. August, 2009. Doctor Honoris Causis, University of Montreal.´ May 2004.

1 February 7, 2017

Doctor Honoris Causis, Bard College, May 2004. Doctor Honoris Causis, UAEM, Mexico. January 2003. Doctor Honoris Causis, University of Chile, Fall 2002. Honorary Doctor of Laws, Colorado College, 2001. Honorary Professor, Jinan University, Guangzhou, China, June, 2014. Honorary Professor, Renmin University, P. R. China, June, 2010. Honorary Professor, Beijing Normal University, P. R. China, June, 2010. Honorary Professor, Harbin Institute of Technology, P. R. China, October, 2007. Honorary Professor, Wuhan University, Wuhan, China, 2003. Honorary Professor, Huazhong University of Science and Technology, Wuhan, China, 2001. Honorary Professor, University of Tucuman, October, 1998. Honorary Member, Latin and Caribbean Economic Association, 1999.

Awards and Honors Bank of Sweden Prize in Economic Sciences in Honor of the Memory of Alfred Nobel, 2000. John Bates Clark Medal, American Economic Association, 1983. Dan David Prize for Combating Poverty, Tel Aviv University. May, 2016. James Madison Medal for Distinguished Graduate Alumni, Princeton University. February, 2016. Frisch Medal, Econometric Society, 2014. Awarded every two years for an outstanding applied article (empirical or theoretical) published in Econometrica during the past five years. Spirit of Erikson Award, Erikson Institute, 2014. Awarded for significant contributions to the education and development of children. Distinguished Contributions to Public Policy for Children Award, Society for Research in Child Development, 2009. Gold Medal of the President of the Italian Republic, Awarded by the International Scientific Committee of the Pio Manzu` Centre, 2008. Theodore W. Schultz Award, American Agricultural Economics Association, January 2007. Dennis J. Aigner Award for Applied Econometrics, Journal of Econometrics, 2007. Sun Yefang Economic Science Award, 2007. Ulysses Medal, University College Dublin, 2006. Jacob Mincer Award for Lifetime Achievement, Society of Labor Economics, 2005. Dennis J. Aigner Award for Applied Econometrics, Journal of Econometrics, 2005.

2 February 7, 2017

Medal of Excellence, Centres of Excellence for Children’s Well-Being, Montreal University, “Exceptional Contributions to Childhood Development”, May 2004. Statistician of the Year, Chicago Chapter of the American Statistical Association, 2002. First Annual Louis T. Benezet Distinguished Alumnus Award, Colorado College, 1985. Elevated to Distinguished Service Professorship, University of Chicago, 1995–. A. Whitney Griswold Professor of Economics, Yale University, 1988–1990. Henry Schultz Professor of Economics, University of Chicago, 1985–. Irving Fisher Professor, Yale University, Fall 1984.

Fellowships (Year Appointed) Fellow, Econometric Society, 1980

Fellow, American Academy of Arts and Sciences, 1985

Research Professor, American Bar Foundation, 1991

Member, National Academy of Sciences, 1992

Fellow, American Statistical Association, 2001

Fellow, Journal of Econometrics, 2005

Fellow, Society of Labor Economics, 2004

Resident Member, American Philosophical Society, 2008

Fellow, International Statistical Institute, 2008

Fellow, American Association for the Advancement of Science, 2009

Lifetime Member, Irish Economic Association, 2009

Member, National Academy of Education, 2010

Honorary Academician, Academica Sinica, Republic of China/Taiwan, July, 2010

Corresponding Member, Brazilian Academy of Sciences, 2011

Fellow, The Society for Economic Measurement, 2013

Kenneth Boulding Fellow, American Academy of Political and Social Science. May, 2016.

Fellow, Institute for Nonlinear Dynamical Inference (INDI), Moscow. February, 2017.

3 February 7, 2017

Post Graduate Support for Released Time John Simon Guggenheim Memorial Fellowship, 1978–1979.

Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford University, 1978–1979.

Social Science Research Council Training Fellow, 1977–78.

Harry Scherman Fellow, National Bureau of Economic Research, 1972–1973.

Professional Experience University of Chicago Henry Schultz Distinguished Service Professor, 1995– Henry Schultz Professor, 1985–1995 Professor of Economics, 1977– Associate Professor, 1973–1977 (tenured, 1974) Professor, Irving B. Harris School of Public Policy, 2011– Afﬁliated Faculty, Irving B. Harris School of Public Policy, 1990–2011 Director, Center for Social Program Evaluation, Harris School of Public Policy 1991–2011 Director, Economics Research Center, University of Chicago, 1998–2006 Director, Center for the Study of Childhood Development, Harris School of Public Policy, Uni- versity of Chicago, 2009–2014 Professor of Law, University of Chicago School of Law, 2011– Director, Center for the Economics of Human Development, University of Chicago, 2014–

American Bar Foundation Research Fellow, 1991–

Institute for Fiscal Studies International Research Fellow, 2014–

University College Dublin Professor of Science and Society, 2005–2014

University College London Distinguished Chair of Microeconometrics, 2004–2008

University of Southern California USC Presidential Scholar-in-Residence, Leonard D. Schaeffer Center for Health Policy and Economics, 2015–

4 February 7, 2017

Yale University Alfred Cowles Distinguished Visiting Professor, Cowles Foundation, 2008–2011

A. Whitney Griswold Professor of Economics, 1988–1990

Professor of Statistics, 1990

Yale Law School Lecturer, 1989–1990

National Bureau of Economic Research Associate, 1971–1985, 1987– Research Fellow, 1972–1973

Peking University Changjiang River Scholar Professor, 2004–2008

National Opinion Research Center Research Associate, 1979

RAND Corporation Consultant 1975–1976

Columbia University Associate Professor 1973–1974 Assistant Professor, 1971–1973 Lecturer, 1970–1971

New York University Adjunct Assistant Professor, 1972

Council of Economic Advisors Junior Economic Advisor, 1967

Previous Positions Martin-Marietta Aerospace Systems Engineer, 1965

5 February 7, 2017

Other Professional Activities 1. Director, Human Capital and Economic Opportunity Global Working Group, with Robert Dugger and Steven Durlauf (Sponsored by the Institute for New Economic Thinking), 2011–

2. Member, Research Council, Becker-Friedman Institute for Research in Economics, 2011– 2017

3. Member, Faculty Steering Committee for the University of Chicago Beijing Center, 2013– 2016

4. Member, Advisory Committee of the China Institute of Income Distribution Studies, Beijing Normal University, 2011–

5. Senior Advisor, China Development Research Foundation, October, 2012–

6. Past President, The Econometric Society, 2014 (Cycle: Second Vice-President, 2010-2011; First Vice-President, 2011-2012; President, 2013; Past President, 2014)

7. Member, Executive Committee, The Econometric Society, 2010–2014

8. Member, 1997 National Longitudinal Survey of Youth Advisory Panel, NORC, 2008–

9. IZA Journal of Labor Economics, Associate Editor, 2012–

10. Journal of Political Economy, Co-Editor, 2011–

11. Annual Review in Economics, Co-Editor, 2007–2011

12. Member, International Statistical Institute, 2007—

13. Advisory Board, Journal of Applied Econometrics, 2007–2013

14. President, Western Economics Association 2003 (Cycle: VP (2003–2004), President Elect (2004–2005), President (2005–2006))

15. Council, Econometric Society, 2000–2006

16. President, Midwest Economics Association, 1998.

17. Econometrics Reviews, Co-Editor; Associate Editor, 1987–

18. Handbook of Econometrics Vol. 5, Co-Editor with Ed Leamer

19. Handbook of Econometrics Vol. 6A, Co-Editor with Ed Leamer

20. Handbook of Econometrics Vol. 6B, Co-Editor with Ed Leamer

21. Vice President, American Economic Association, 2010

22. American Economics Association, Executive Committee Member, 2000–2003

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23. Science, Technology and Economic Policy Board, National Research Council, Member 2000–

24. Evaluation Review, Associate Editor, 1991–1996

25. Journal of Economic Perspectives, Associate Editor, 1989–1996

26. Review of Economics and Statistics, Associate Editor, 1994–2002

27. Member, Advisory Board and Dean’s Search Committee, School of Public Policy, University of Chicago, 1985–1988

28. Member, National Academy of Sciences Panel on the Status of Black Americans, 1985–1988

29. Journal of Labor Economics, Editorial Board, 1983–2008

30. Member, National Academy of Sciences Panel On Statistical Assessments as Evidence in the Courts, 1982–1985

31. Review of Economic Studies, Associate Editor, 1982–1985

32. Journal of Political Economy, Co-Editor, 1981–1987

33. Member, Board of Overseers, Michigan Panel Survey of Income Dynamics, 1981–1984

34. Journal of Econometrics, Editor of the Special Issue on Panel Data, 1981

35. Member, Advisory Board Chicago Urban League, 1980–1987

36. Academic Press Editor of Labor Economics Series, 1980–1984

37. Journal of Econometrics, Associate Editor, 1977–1983

38. National Science Foundation Evaluation Panel in Economics - Member, 1977–1979

39. London School of Economics, Visitor, Spring 1977, Center for Research on the Economics of Education

40. University of Wisconsin Institute for Research on Poverty, Visiting Professor, Fall 1977

41. Annals of Economic and Social Measurement, Editor of Volume 5, number 4, special issue on Discrete, Qualitative and Limited Dependent Variables, 1976

42. Social Science Council Research Committee on Research Methods for Longitudinal Data, 1976–1979, 1981–1982

7 February 7, 2017

Major Invited Lectures 1. “Human Development is Economic Development,” World Economic Forum Annual Meet- ing, Davos, Switzerland. January 17, 2017.

2. “Publishing and Promotion in Economics: The Curse of the Top Five,” American Economic Association Meeting, Chicago, IL. January 6, 2017.

3. “Fiscal Policies for Human Development,” Interamerican Development Bank Workshop, In- teramerican Development Bank, Washington, DC. November 20, 2016.

4. “Microdata for Denmark and USA looking at Education and Labor in a Nordic Welfare State,” Transatlantic Forum, Norwegian Ministry of Education and Research. Chicago, IL. October 25, 2016.

5. “Creating and Measuring Capabilities,” and “The Developmental Origins of Health: Cogni- tion, Personality, and Education,” Chinese University Public Lecture, The Chinese Univer- sity of Hong Kong. October 6, 2016.

6. “The Life Cycle Beneﬁts of an Inﬂuential Early Childhood Intervention,” Russell Sage Foun- dation Seminar, New York City, NY. September 23, 2016.

7. “Promoting Skills to Address Inequality and Social Mobility,” 71st Annual Meeting of the Midwestern Legislative Conference, Milwaukee, WI. July 19, 2016

8. “Intergenerational Mobility: Sources and Mechanisms A Comparison of the U.S. and Scan- dinavia,” Ce2 Workshop & Warsaw International Economic Meeting, Warsaw, Poland, June 27, 2016.

9. “The Economics and Econometrics of Social Mobility and Human Development,” CEMMAP Master Class, Centre for Microdata Methods and Practice, University College London. June 23-26, 2016.

10. ”Creating and Measuring Capabilities,” Dan David Prize Award Ceremony, Symposium on Combatting Poverty, Tel Aviv University, Tel Aviv, Israel. May 22, 2016.

11. “Creating and Measuring Capabilities,” Guangzhou Public Lecture, Jinan University, Guangzhou, China. March 14, 2016.

12. “Creating and Measuring Capabilities,” Nanqiang Award Public Lecture, Xiamen University, Xiamen, China. March 11, 2016.

13. “Innovation in the Early Years: Why Early Childhood Investments Make Sense,” (with J.B. Pritzker), Silicon Valley Community Foundation Meeting, Rancho Santa Fe, CA. February 25, 2016.

14. “Inequality, Social Mobility, and Public Policy,” James Madison Medalist Award Ceremony, Princeton University, Princeton, NJ. February 20, 2016.

8 February 7, 2017

15. “Microeconomics of Life Course Inequality: A Tale of Two Tails and the Middle Too,” ASSA Continuing Education Program, AEA Annual Meeting. San Francisco, CA. January 5-7, 2016.

16. “Human Development is Economic Development,” Dinner with Congressman Richard Hanna, Washington, DC. November 30, 2015.

17. “The Causal Effects of Education on Earnings and Health,” Workshop on “Migration, Hu- man Capital and Child/Youth Development,” Institute for Advanced Research, Shanghai University of Finance and Economics. November 19, 2015.

18. “Creating Capabilities,” Hong Kong University of Science and Technology, Hong Kong, November 17, 2015.

19. “Social Mobility and Inequality,” Henry George Lecture, St. John’s University, Peter J. Tobin College of Business. November 9, 2015.

20. “The Non-Market Beneﬁts of Abilities and Education,” The Life and Work of Gary Becker: A Conference Dedicated to His Research on Human Capital, Becker Friedman Institute, Chicago, IL. October 16, 2015.

21. “Using Behavior to Infer Skills,” Conference on Measuring and Assessing Skills, Session II: Measuring Skills from Real World Behavior. Chicago, IL. October 1, 2015.

22. “Creating Flourishing Lives: The Dynamics of Capability Formation,” Amartya Sen Lec- ture, Human Development and Capability Association Annual Conference, Washington, DC, September 11. 2015.

23. “How Economics Guides the Interpretation of Data,” 11th World Congress of the Economet- ric Society, Montreal, August 18, 2015.

24. “The Rate of Return to the Carolina Abecedarian Program and A New Cost-Beneﬁt and Rate of Return Analysis for the Perry Preschool Program,” International Congress: Invest Early: Contributions to the Zero-Based Budget, Mexico City, July 13, 2015.

25. Panelist, “Setting the Stage,” World Education Forum 2015, Incheon, Republic of Korea, May 19, 2015.

26. “Fostering and Measuring Skills: Interventions that Improve Character and Cognition,” Spencer Foundation and OECD Foundations Forum on Social and Emotional Skills. Chicago, IL, May 12, 2015.

27. “Going Forward Wisely,” Education Writers Association National Seminar, Chicago, IL, April 21, 2015.

28. “Creating Capabilities,” Growing Up Happy and Healthy: Scientiﬁc Findings: A Sympo- sium, Hong Kong Early Childhood Research Foundation, Hong Kong, Peoples Republic of China, March 30, 2015.

9 February 7, 2017

29. “The Market and Nonmarket Returns to Education,” Sandmo Lecture on Public Policy, Bergen, Norway. January 13, 2015. 30. “Going Forward Wisely,” White House Summit on Early Childhood Education, The White House, Washington, DC. December 10, 2014. 31. “Early Education Programs in the US: Background and Evaluations,” Means-Tested Transfer Programs, NBER, Cambridge, MA. December 6, 2014. 32. “Identifying and Estimating the Causal Effects of Education: A Synthesis of Structural and Treatment Effect Approaches,” Econometrics Conference in Honor of Dr. Maasoumi, Emory University, Atlanta, VA. November 15, 2014. 33. “Keynote: The Impact of Gary Becker’s Work,” A Celebration of the Life and Work of Gary S. Becker, University of Chicago, Chicago, IL. October 31, 2014. 34. “Predistribution: A Strategy for Promoting Flourishing Lives,” Your Light Will Rise in the Darkness: Responding to the Cry of the Poor, Notre Dame, IN. October 30, 2014. 35. “Creating Capabilities,” Research Institute of Economy, Trade & Industry (RIETI), Tokyo, Japan. October 8, 2014. 36. “The Market and Nonmarket Returns to Schooling,” Conference on Evidence on Schooling and Wellbeing, Aarhus University, Aarhus, Denmark. August 29, 2014 37. “The Market and Nonmarket Effects of Schooling,” China Meeting of Econometric Society, Xiamen University, China. June 25, 2014. 38. “Causal Models, Structural Equations, and Identification: Stratification and Instrumental Variables,” Asia Meeting of the Econometric Society, Fuzukawa Lecture, Taipei, Taiwan. June 22, 2014. 39. “Creating Flourishing Lives,” University of Chicago New Delhi Center Opening, New Delhi, India. March 29, 2014. 40. “Fostering and Measuring Skills: Interventions that Improve Character and Cognition,” Or- ganisation of Economic Co-operation and Development, Meeting of OECD Education Min- isters, Sao˜ Paulo, Brazil. March 24, 2014. 41. “Investing in Education: A Conversation with an Economist and an Educator,” First meeting of the Scientific Committee of the Reggio Emilia Foundation, Reggio Emilia, Italy. February 21, 2014. 42. “The Economics and the Econometrics of Human Development,” Econometric Society Pres- idential Address, Allied Social Sciences Association Meetings, Philadelphia, PA. January 2, 2014. 43. “The Economics and Econometrics of Human Development,” Latin American and Caribbean Economic Association Meeting and Latin American Meeting of the Econometric Society, El Colegio de Mexico,´ Mexico City. November 1, 2013.

10 February 7, 2017

44. “The Economic Case for Investing in Young Children,” National Business Leader Summit on Early Childhood Investment, Atlanta, GA. September 22, 2013

45. “The Economics and Econometrics of Human Development,” Presidential Address, Euro- pean Meeting of the Econometric Society, Gothenburg, Sweden. August 27, 2013

46. “A Life Cycle Strategy for Promoting Capabilities,” Henderson County Community Early Childhood Investment Luncheon, Henderson, KY. July 23, 2013.

47. “The Economics and Econometrics of Human Development,” Presidential Lecture, Econo- metric Society, Beijing, China. June 14, 2013.

48. “Causal Analysis After Haavelmo,” Session: History of Econometrics and the Econometric Society, European Meeting of the Econometric Society, Gothenburg, Sweden. August 28, 2013.

49. “Investing in Early Childhood: Developing Skills for a Better Future,” Deans International Council, “Public Policy in Context: Domestic and Global,” Gleacher Center. May 9, 2013

50. “Investing in Early Childhood: Developing Skills for a Better Future,” Education Writers of America National Seminar. “Creativity Counts: Innovation in Education and the Media,” Palo Alto, CA. May 3, 2013

51. “The Economics of Inequality and Human Development,” ABF Research Seminar, Chicago IL. May 1, 2013

52. Video Presentation prepared for the Conference of Legislators for Hemispheric Latin Amer- ica, Brasilia, Brazil. April 18, 2013

53. i3 Webinar with Secretaries Duncan and Sebelius on Early Learning. April 16, 2013

54. “Economic Growth and Inequality in China,” INET Annual Conference, Hong Kong. April 6, 2013

55. “A Framework for Analyzing Human Development Over The Life Cycle,” Workshop on Early Childhood Development, University of Zurich, March 22, 2013

56. “The Skills Problem,” Nebraska Chamber of Commerce and Industry 2013 Legislative Cau- cus and Annual Meeting, Lincoln, NE. February 7, 2013

57. “Creating and Measuring Capabilities,” U.S. Government Action Plan on Children in Ad- versity, The White House, December 19, 2012.

58. “Noncognitive Skills and Socioemotional Learning,” Research Symposium on Learning, Brookings Institution Center for Universal Education, Washington DC. December 6, 2012

59. Eunice Kennedy Shriver National Institute of Child Health and Human Development, “A Sci- entiﬁc Colloquium in Celebration of the Institutes 50th Anniversary 1962 2012: Research For A Lifetime,” Masur Auditorium, NIH Bethesda Campus, Bethesda, MD. December 5, 2012

11 February 7, 2017

60. “Causal Analysis After Haavelmo: Definitions and a Unified Analysis of Identification of Causal Models,” Keynote Address, European Seminar on Bayesian Econometrics, Vienna University of Economics and Business, Vienna, Austria. November 1-2, 2012

61. “The Skills Problem,” Keynote Address, 2012 Kentucky Economic Association, Georgetown College, Georgetown KY. October 26, 2012

62. “The Skills Problem,” Convocation, Berea College, Berea, KY. October 25, 2012

63. “The Skills Problem,” Keynote Address, The Governors Ofﬁce of Early Childhood Ken- tucky Chamber of Commerce and Prichard Committees Business Leaders for a Strong Start, Lousiville, KY. October 24, 2012

64. “Creating and Measuring Capabilities,” Keynote Lecture, The Third International Confer- ence on Poverty Alleviation and Child Development Child Development and Research Fo- rum, Beijing, China, October 18, 2012

65. “Structural Estimation of Behavioral Models: A Conference in Honor of Kenneth I. Wolpin,” University of Pennsylvania, University Park, PA. September 21-22, 2012

66. “Hard Evidence on Soft Skills,” Keynote Address, 2012 Chinese Economists Society Annual Conference, Henan University, Kaifeng, China. June 24, 2012

67. “The Skills Problem,” Lumen Christi Institutes Fourth Annual Conference on Economics and Catholic Social Thought, “Toward a Moral Economy”, Chicago, IL. June 1, 2012

68. “Hard Evidence on Soft Skills,” Robert (Bob) J. Lampman Memorial Lecture, Institute for Research on Poverty (IRP) at the University of Wisconsin-Madison, Madison, WI. May 16, 2012.

69. “Hard Evidence on Soft Skills,” Frank Knight Lecture, Cornell University, Ithaca, NY. April 26, 2012.

70. “A Framework for Analyzing Human Development over the Life Cycle and across Genera- tions,” Presented at the TrygFonden symposium “Improving the Well-Being of Children and Youth,” The Carlsberg Academy, Copenhagen. January 29th, 2012.

71. “The Case for Investing in Disadvantaged Young Children,” Remarks at the White House Conference on “Race to the Top - Early Learning Challenge Awards Announcement,” Wash- ington DC. December 16th, 2011.

72. “Hard Evidence on Soft Skills,” The Development Economics Vice Presidency (DEC) Lec- ture, World Bank, Washington DC. December 15, 2011.

73. “The Developmental Origins of Health: Models and Evidence,” Stephen Frankel Lecture, University of Bristol, November 16, 2011.

74. “Hard Evidence on Soft Skills,” Adam Smith Lecture, 23rd Annual Conference, European Association of Labour Economists, Paphos, Cyprus, September 24, 2011.

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75. “Understanding the Mechanisms Through Which an Inﬂuential Early Childhood Program Boosted Adult Outcomes,” Asian Meeting of the Econometric Society, Seoul, Korea, August 12, 2011. 76. “Marschak’s Maxim,” Marschak Memorial Lecture, UCLA Anderson School of Manage- ment, June 3, 2011. 77. “The Economics and Psychology of Human Development and Inequality,” and “The Eco- nomics and Psychology of Human Development and Inequality Lecture II: Understand- ing the Origins of Inequality and Understanding Effective Interventions and the Channels Through Which They Work,” Marshall Lectures, University of Cambridge, Cambridge, UK. May 17-18, 2011. 78. “The Developmental Origins of Inequality: Implications for Social Policy,” Manchot Lec- ture, University of Bonn, Bonn, Germany. January 28, 2011. 79. “Understanding the Origins of Inequality,” Invited Keynote speaker, First Annual MOVE Distinguished Visitor’s Lecture, December 21, 2010, Barcelona, Spain. 80. “Building Bridges Between Structural and Program Evaluation Approaches to Evaluating Policy,” Keynote Lecture, Italian Statistical Society Scientiﬁc Meeting, Padua, Italy, June 16, 2010 81. “Estimating the Technology of Cognitive and Noncognitive Skill Formation,” Keynote Lec- ture, Understanding Ageing: Health, Wealth, and Wellbeing to Age Fifty and Beyond, St. Catherine’s College Oxford, UK. April 14-16, 2010. 82. “Understanding the Sources of and Solutions to Human Inequality,” Keynote Lecture, Meet- ing on Early Childhood Education, Rio de Janeiro, Brazil. December 17, 2009. 83. “The Developmental Origins of Adult Health: Cognition, Personality, and Education,” 6th Annual Nestle´ International Nutrition Symposium, Lausanne, Switzerland. October 22, 2009. 84. “Policies to Promote Growth in Mexico,” Bank of Mexico. October 19, 2009. 85. “Policies to Foster Human Development,” Developing Africa: an Opportunity for Europe, Italy and Sicily; Taormina, Italy. October 1, 2009. 86. “Investing in our Young People: Lessons from Economics and Psychology,” Lectio Magis- tralis, Catholic University Milan. September 28, 2009. 87. “Estimating the Technology of Cognitive and Noncognitive Skill Formation,” Plenary Lec- ture, Econometric Society. June 6, 2009. 88. “Estimating the Technology of Cognitive and Noncognitive Skill Formation,” Vilfredo Pareto Lectures in Economics and Social Sciences, Collegio Carlo Alberto. June 9, 2009. 89. “The Economics and Psychology of Personality,” Identity and the Global Crisis: Festival of the Economy, Trento, Italy. May 29, 2009.

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90. DEW/ESR Guest Lecture, “The Economics and Psychology of Personality.” Irish Economic Association 23rd Annual Conference, Blarney, County Cork, Ireland. April 26, 2009.

91. “The Economics and Psychology of Inequality and Human Development,” The Jacob Marschak Interdisciplinary Colloquium on Mathematics in the Behavior Sciences at UCLA. October 6, 2008.

92. “The Economics and Psychology of Inequality and Human Development,” Marshall Lecture, European Economics Association, Milan, Italy. August 29, 2008.

93. “How Viable is the Welfare State?” World Justice Forum, Vienna, Austria. July, 2008.

94. “The Option Value of Educational Choices and the Rate of Return to Educational Choices,” Cowles Foundation Structural Conference, Yale University. June 13, 2008.

95. “Skills, Schools and Synapses,” Coping with the Accident of Birth: The Case for Early Childhood Interventions. Den Haag, Netherlands. May 27, 2008.

96. “Noncognitive Skills: Acquisition and Economic Consequences,” Plenary Lecture, Leibniz Network Conference, Mannheim, Germany. May 15, 2008.

97. “Understanding the GED,” Albert Rees Memorial Lecture, Society of Labor Economists Annual Meetings, May 9, 2008.

98. “How Viable is the Welfare State?” and “The Technology of Skill Formation,” King Saud University Lecture, Riyadh, Saudi Arabia. March 8-10, 2008.

99. Congress on Early Childhood Education: “Early Childhood Education–Educational Invest- ments with Better Effects”, “The Dynamism of Educational Investments in the Course of Life: Why Saving in Education is Expensive.” Leipzig, Germany. March, 2008.

100. “The Economics of Investing in Children: The Role of Cognitive and Non-Cognitive Skills,” George Seltzer Distinguished Memorial Lecture, Minneapolis, Minnesota, December 6, 2007.

101. “The Economics of Investing in Children: The Role of Cognitive and Non-Cognitive Skills,” Bertha C. and Roy E. Leigh Distinguished Lecture in Economics, Pullman, Washington, November 29, 2007.

102. “The Technology of Skill Formation,” Guinness Lecture, Coombe Women’s Hospital, Dublin, Ireland, November 2, 2007.

103. “The Technology of Building Human Capacities: Lessons for Public Policy,” Building Blocks Conference, Alberta, Canada, May 2007.

104. Keynote Address, “Investing in Disadvantaged Young Children Is Good Economics and Good Public Policy,”National Summit on America’s Children, Congressional Caucus, Wash- ington D.C., May 2007.

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105. “The Economics, Technology and Neuroscience of Human Capability Formation,” Allosta- sis/Allostatic Load Conference, Princeton University, May 2007.

106. “Left Behind: the GED and America’s Dropout Problem,” Brookings Institution, Hamilton Project Forum: The Role of Education in Promoting Opportunity and Economic Growth, Washington D.C., March 2007.

107. Plenary Address, “The Evolution of Labor Earnings Risk in the U.S. Economy,” 4th Inter- national Finance Conference in Collaboration with Universite´ Cergy-Pontoise, REMEREG and ISC Paris, Diar el Medina, Tunisia, March 2007.

108. Theodore W. Schultz Lecture, “The New Economics of Child Quality,” American Economic Association, January 2007.

109. Keynote Address, “What Lessons Should China Learn from European Welfare States?” WEAI Paciﬁc Rim Conference, Beijing, China, January 2007.

110. Max Weber Lecture, “The Economics of Human Development,” European University, Flo- rence, Italy, October 2006. 111. Koopmans Lectures, “Cowles Commission Structural Models, Causal Effects and Treatment Effects: A Synthesis,” “Instrumental Variables: Then and Now,” and “The Evolution of Labor Earnings Risk in the US Economy,” Cowles Foundation, Yale University, September 2006. 112. Marshall Lecture, Annual Meeting of the European Economic Association. August, 2006. 113. Michelson Memorial Lecture, “Skills, Schools and Synapses,” US Naval Academy, Septem- ber 2006. 114. Conway Institute Lecture, “The Technology and Neuroscience of Skill Formation,” Univer- sity College Dublin, June 2006. 115. Ulysses Medal Lecture, “The Economics of Child Development,” University College Dublin, June 2006. 116. Invited Lecture, “Understanding Instrumental Variables in Models with Essential Hetero- geneity,” “Econometric Evaluation of Public Policies : Methods and Applications” Confer- ence, Center for Research in Economics and Statistics, Paris, December 2005. 117. Inaugural Lecture, “Credit Constraints, Family Constraints and Optimal Policies to Reduce Inequality and Promote Productivity,” Geary Institute, University College Dublin, April 2005. 118. Richard Ely Distinguished Lecturer, Johns Hopkins University, April 2005. Talks: “Inequal- ity in America: What Role for Human Capital Policies?” “Understanding Inequality: Sepa- rating Uncertainty from Heterogeneity in Life Cycle Earnings,” “Match Bias and Economic Returns to the GED,” “Understanding Instrumental Variables in Models with Essential Het- erogeneity,” “The Importance of Cognitive and Noncognitive Skills in Explaining a Variety of Socioeconomic Outcome Measures” 119. Hicks Lecture, Oxford University, April 2004.

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120. Keynote Lecture, Great Hall of the People, Beijing, December 2003 (Major Lecture on China’s Investment in Human Capital at Renmin University’s Anniversary Celebration). 121. Nobel Symposium Lecturer, St. Petersburg, Russia, June 2003. 122. Munich Economic Summit, Munich, May 2003. 123. European Society for Population Economics, 2003. 124. Keynote Lecture, Tinbergen Centenary, Rotterdam, April 2003. 125. W.P. Carey Lecture, Colorado College, February 2002. 126. Miguel Sidrauski Lecture, Latin American Econometric Society Meetings, Sao Paulo, 2002. 127. Tinbergen Lecture, Royal Dutch Economics Association, October 2002. 128. Walras-Pareto Lectures, University of Lausanne, October 2002. 129. Gorman Lectures, University College, London, Fall 2001. 130. Klein Lecture, University of Pennsylvania, October 2001. 131. Review of Economics and Statistics Lecture, April 2001. 132. Economic Journal Lecture, Royal Economic Society, April 2001. 133. Jovanovich Lecture, Colorado College, February 2001. 134. Distinguished Lecture, Southern Economics Association, Washington, D.C., November 2000. 135. Fisher-Schultz Lecture, World Meeting of the Econometric Society, August 2000. 136. Yoram Ben Porath Memorial Lecture, Hebrew University, (First in series), June 2000. 137. Wildavsky Forum Lecture, University of California, Berkeley, April 1999. 138. Woytinsky Lecture, University of Michigan, October 1999. 139. Invited Lecture, Latin American Meetings of the Econometric Society, Cancun, Mexico, August 1999. 140. Invited lecturer, Econometric Society Meetings, Lima, Peru, August 1998. 141. Distinguished Lecture, Institute for Survey Research, University of Michigan, January 1998. 142. McKinley Lecturer, University of Illinois, March 1998. 143. Fishelson Memorial Lecture, Tel Aviv University, December 1998. 144. Malim Harding Lecturer, University of Toronto, October 1997. 145. Jacob Marschak Lecturer, Far Eastern Econometric Society Meetings, Hong Kong, July 25, 1997. 146. Economics Study Group, Gronigen, Holland, June 1997. 147. Invited Lecture, Latin American Econometric Society Meetings, Santiago, Chile, August 1997. 148. Journal of Applied Econometrics Lectures (First Lecturer in a new series established by the Journal of Applied Econometrics, Yale University, April 17–18, 1997).

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149. Keynote Lecture, Latin American Econometric Society, Santiago Chile, August 1997. 150. Keynote Lecture, Society For Economic Dynamics and Control, Mexico City, June 27, 1996. 151. Keynote Lecture, Latin American Econometric Society, Rio de Janeiro, August 1996. 152. Keynote Speaker, American Sociological Association Meetings, New York, August 16, 1996. 153. Gilbert Lecture, University of Rochester, April 1996. 154. Seymour Harris Lectures, Kennedy School of Government, 1995. (First lecturer in a newly endowed series) Lectures to be published by Harvard University Press. 155. Distinguished Quantitative Social Science Lecture, University of Indiana, April 1996. 156. Invited Lecture, Centenary of Ragnar Frisch, First Nobel Economist, Oslo, March 1995. 157. Invited Lecture, Public Policy School, SUNY Albany, October 1994. 158. Invited Lecture, Latin American Econometric Society, Caracas, August 1994. 159. Aloysius Dunaway Memorial Lecture, Michigan State University, April 1993. 160. Carl Synder Memorial Lecture, University of California at Santa Barbara, Spring 1992. 161. H. Chase-Stone Lecture in Economics, Colorado College, 1992 (participant in three day symposium). 162. Martin Luther King Lecturer, University of Michigan, 1991. 163. Invited Lecture, Econometric Study Group, Royal Economic Society, Bristol, England, 1991. 164. Barcelona Lecture, Sixth World Econometric Society, 1990. 165. Erik Malmstens Distinguished Guest Professor of Economics, Gothenburg University, Gothen- burg, Sweden, 1990. 166. Invited Major Lecture, University of Western Ontario, 1989. 167. Invited Major Guest Lecture, Joint Franco-Belgian Conference in Statistics, Toulouse, France, 1988. 168. Chung-Hua Distinguished Visitor and Academica Sinica Lectures, Taiwan, 1988. 169. Fish Lecture, Brigham Young University, 1987. 170. Harry Lyman Hooker Distinguished Visiting Professor, McMaster University, 1987. 171. Leif Johansen Lecture, University of Oslo, 1986. 172. Abbott Lecturer, Colorado College, 1985. 173. Major Lecture, Australasian Econometric Society, Sydney, Australia, 1984.

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Students (Chair or co-chair of committee) There are numerous other dissertations where I have served as a second reader, but not as chair or co-chair.

University of Chicago unless otherwise noted.

1. John Abowd 2. Amanda Agan 3. Ricardo Avelino 4. Alessandro Barbarino 5. Ricardo Barros 6. Herbert Baum 7. Andrea Beller (Columbia) 8. Christina Bellido 9. George Borjas (Columbia) 10. Stephen Cameron 11. Pedro Carneiro 12. Thomas Coleman 13. Robert Cotterman 14. Flavio Cunha 15. Marcello Dabos 16. Felipe Diniz 17. Christopher Flinn 18. Christina Gathmann 19. Miriam Gensowski 20. Eric Gould 21. Carolyn Heinrich (Harris School, University of Chicago) 22. Bo Honore´ 23. Anjini Kochar 24. Tom Lam 25. Siu Fei Leung 26. Martin Ljunge 27. Lance Lochner

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28. Thomas MaCurdy 29. Grecia Maruffo 30. Mauricio Mazocco 31. Robert Miller 32. Seong Hyeok Moon 33. Stefano Mosso 34. Salvador Navarro 35. Randall Olsen 36. Larry Olson 37. Brook Payner 38. Carola Pessino 39. Heleno Pioner 40. Richard Robb 41. Russell Roberts 42. Maria Rosales (Harris) 43. Rebecca Roselius 44. Mark Rosenzweig (Columbia) 45. Anne Royalty (Yale) 46. Daniel Santos 47. Peter Savelyev 48. Robert Schmitz 49. Peter Schochet (Yale) 50. Sam Schulhofer-Wohl 51. Jeff Smith 52. Rachel Soloveichik 53. Jora Stixrud 54. Suchanan Tambunlertchai 55. Chris Taber 56. Andrea Tiseno 57. Justin Tobias 58. Petra Todd 59. Grace Tsiang

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60. Gabriel Ulyssea 61. J. H. Verkerke (Yale) 62. Edward Vytlacil 63. Jim Walker 64. Benjamin Williams

Publications Books Longitudinal Analysis of Labor Market Data, (edited with Burton Singer). Cambridge: Cam- bridge University Press, 1985. Handbook of Econometrics, Vol 5 (edited with E. L. Leamer). New York: North-Holland, 2001. Inequality in America: What Role for Human Capital Policy?. J. Heckman and A. Krueger, eds., Cambridge, MA: MIT Press, 2003. Law and Employment: Lessons From Latin America and the Caribbean (edited with C. Pages). University of Chicago Press, for NBER, 2004. Handbook of Econometrics, Vol 6A (edited with E. L. Leamer). Amsterdam: North-Holland, 2007. Handbook of Econometrics, Vol 6B (edited with E. L. Leamer). Amsterdam: North-Holland, 2007. Global Perspectives on the Rule of Law, (edited with R. Nelson and L. Cabatingan). New York: Routledge, 2010. Giving Kids a Fair Chance. Cambridge, MA: MIT Press, 2012. The Myth of Achievement Tests: The GED and the Role of Character in American Life, (edited with J.E. Humphries and T. Kautz). Chicago: University of Chicago Press, 2014.

Book Reviews and Op-Ed Pieces 1. “Review of Problems and Issues in Current Econometric Practices,” Journal of Economic Literature, (December, 1974). 2. “ ‘The Cracked Bell,’ Review of Herrnstein and Murray, The Bell Curve,” Reason, March, 1995. 3. “Catch ’em Young: Investing in Disadvantaged Young Children is Both Fair and Efﬁcient,” Wall Street Journal, January 10, 2006, p. A14. 4. “Comments on Are Protective Labor Market Institutions at the Root of Unemployment? A Critical Review of the Evidence by David Howell, Dean Baker, Andrew Glyn and John Schmidt.” Capitalism and Society, 2(1, Article 5, 2007).

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5. “Educated in America: College graduates and high school dropouts: The declining American high school graduation rate: Evidence, sources, and consequences,” (with P. A. LaFontaine), CEPR Policy Research VOX Report, February 13, 2008. 6. “The Case for Investing in Disadvantaged Young Children,” CESifo DICE Report, February 2008. 7. “The growing polarisation of American society and its implications for productivity: Schools, Skills and Synapses,” CEPR Policy Research VOX Report, August 25, 2008. 8. “Lasting Economic and Social Beneﬁts,” New York Times, Room for Debate. February 25, 2013. 9. “Lifelines for Poor Children,” New York Times, Opinionator, p. SR5. September 14, 2013. 10. “The Elementary and Secondary Education Act: Reauthorize an Early Start and a Great Finish.” Roll Call. February 6, 2015. 11. “Early Childhood Education and Social Mobility,” (with S. Elango, J-L. Garc´ıa, and A. Hojman). VoxEU, January 12, 2016.

Journal Articles 1. “A Note on Second Best Conditions for Public Goods,” (with R. Nelson), Public Finance, 27(1):73-74 (1972). 2. “Empirical Evidence on the Functional Form of the Earnings-Schooling Relationship,” (with S. Polachek), Journal of the American Statistical Association, (June 1974), 69(346), 350- 354. Also, NBER, mimeo (October 1972). 3. “The Estimation of Income and Substitution Effects in a Model of Family Labor Supply,” (with O. Ashenfelter), Econometrica, (January 1974), 42(1), 73-86. Presented at the Econo- metric Society Winter Meetings, (1971). 4. “Shadow Prices, Market Wages and Labor Supply,” Econometrica, (July 1974) 42(4): 679– 94. 5. “The Effect of Day Care Programs on Women’s Work Effort,” Journal of Political Economy, (March/April 1974). Reprinted in T.W. Schultz (ed.), Economics of the Family: Marriage, Children, and Human Capital, (University of Chicago Press, 1974), 491-518. 6. “Life Cycle Consumption and Labor Supply: An Explanation of the Relationship Between Income and Consumption over the Life Cycle,” American Economic Review, (March 1974). 7. “A Stochastic Model of Reproduction: An Econometric Approach,” (with R. Willis), Papers and Proceedings of the American Statistical Association, Social Statistics Section, 1974. 8. “Estimating Labor Supply Functions,” (with O. Ashenfelter), in G. Cain and H. Watts (eds.), Labor Supply and Income Maintenance, (Chicago: Markham Publishing Company, 1974). 9. “Measuring the Effect of an Antidiscrimination Program,” (with O. Ashenfelter), July 1974 mimeo, in Evaluating The Labor Market Effects of Social Programs, (Princeton, N.J.: Prince- ton University Press, 1975). Presented at the American Economic Association Winter Meet- ings, 1972.

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10. “Estimation of a Stochastic Model of Reproduction: An Econometric Approach,” (with R. Willis), in N. Terleckyj (ed.), Household Production and Consumption, 40, 99-145, (New York: Columbia University Press, 1976). Presented at the Conference on Research in Income and Wealth, Washington, D.C., November 1973. 11. “Simultaneous Equation Models with both Continuous and Discrete Endogenous Variables With and Without Structural Shift in the Equations,” in Goldfeld and Quandt (eds.), Studies in Nonlinear Estimation, Ballinger, (1976). 12. “A Life Cycle Model of Earnings, Learning and Consumption,” Journal of Political Econ- omy, (August 1976), 84(2), pt. 2, S11-S44. 13. “Does The Contract Compliance Program Work?: An Analysis of Chicago Data,” (with K. Wolpin), Industrial and Labor Relations Review,(Summer 1976). Presented at a Symposium on the Effect of the Ofﬁce of Federal Contract Compliance on Minority Status, Cornell University, May 1975. 14. “The Common Structure of Statistical Models of Truncation, Sample Selection and Limited Dependent Variables,” Annals of Economic and Social Measurement, (December 1976). 15. “Introduction,” Annals of Economic and Social Measurement, Special issue on Discrete, Qualitative and Limited Dependent Variables, (December, 1976). 16. “New Evidence on the Dynamics of Female Labor Supply,” in E. Andrews and C. Lloyd (eds.), Women in the Labor Market. Columbia University Press, 1978. Presented at a Labor Department Conference, “Women in the Labor Market,” Columbia University, September 1977. 17. “A Partial Survey of Recent Research on the Labor Supply of Women,” AEA Papers and Proceedings, (May 1978). Invited paper, presented to the American Economic Association, New York, 1977. 18. “An Economic Analysis of the Contract Compliance Program,” Essay in Labor Market Anal- ysis and Economic Demography in Memory of Peter Comay, (Halstead, 1977). 19. “The Impact of the Government on the Labor Market Status of Black Americans: A Criti- cal Review,” (with R. Butler), in L. Hausman, (ed), Equal Rights and Industrial Relations, Madison, Wisconsin: Industrial Relations Research Association, Ch. 9. 20. “A Beta-Logistic Model For the Analysis of Sequential Labor Force Participation by Married Women,” (with R. Willis), Journal of Political Economy, (February 1977), 85(1), 27-58, read at the Third World Econometric Society Meetings, Toronto, 1975. 21. “Comments on ’The Labor Supply Responses of Wage Earnings in the Rural Negative In- come Experiment,” in J. Palmer and J. Pechman (eds), The Labor Supply Responses of Wage Earners in Welfare in Rural Areas: The North Carolina-Iowa Maintenance Experiment, Brookings, 1977, Presented at the Brookings Conference on Evaluating the Results of the Rural Negative Income Tax Experiment, Washington, D.C., (January, 1977). 22. “Dummy Endogenous Variables in a Simultaneous Equation System,” Econometrica, (July 1978). Original draft, April 1973. Final draft, April 1977, 46(4), 931-959.

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23. “Labor Supply Estimates for Public Policy Evaluation,” (with G. Borjas), Proceedings of The Industrial and Labor Relations Research Association, Chicago meetings, 1978. 24. “Simple Statistical Models for Discrete Panel Data Developed and Applied to Test the Hy- pothesis of True State Dependence Against The Hypothesis of Spurious State Dependence,” Annals de INSEE, Paris, (1978), 227-269, (September, Special Issue). 25. “Sample Selection Bias as a Specification Error,” Econometrica, (February 1979), 47(1), 153-161. 26. “Reply to Mincer and Ofek,” (with R. Willis), Journal of Political Economy, (February 1979). 27. “Sample Selection Bias as a Specification Error with an Application to the Estimation of Labor Supply Functions,” March, 1977 in J. Smith (ed.), Female Labor Supply: Theory and Estimation, (Princeton University Press, 1980). 28. “Addendum To Sample Selection Bias As A Specification Error,” in E. Stromsdorfer and G. Farkas, Evaluation Studies Review Annual, Vol. 5, (Sage Publications, 1980), 69-74. 29. “Does Unemployment Cause Future Unemployment? Definitions, Questions and Answers from a Continuous Time Model of Heterogeneity and State Dependence,” (with G. Borjas). Special Symposium issue on Unemployment, Economica, (May 1980). 30. “A Life Cycle Model of Female Labour Supply,” (with T. MaCurdy), Review of Economic Studies, 1980, XLVII, 47-74. 31. “A Life Cycle Model of Family Labor Supply,” in B. Weisbrod and H.Hughes (eds), Hu- man Resource, Employment and Development, Proceedings of Sixth World Congress, (IEA, McMillan, 1983). 32. “Statistical Models for Discrete Panel Data,” in C. Manski and D. McFadden (eds.), Struc- tural Analysis of Discrete Data With Econometric Applications, (M.I.T. Press). 33. “The Incidental Parameters Problem and the Problem of Initial Conditions in Estimating a Discrete Time-Discrete Data Stochastic Process and Some Monte Carlo Evidence,” read at the National Bureau of Economic Research Conference on Panel Data, Harvard University, (August 1978). In C.Manski and D. McFadden (eds.), Structural Analysis of Discrete Data With Econometric Applications, (M.I.T. Press), (originally scheduled for 1979; due to delays, published in 1981). 34. “Heterogeneity and State Dependence,” in S. Rosen (ed.), Studies in Labor Markets, (Uni- versity of Chicago Press, 1981), 91-139. 35. “Current Theoretical and Empirical Studies of Labor Supply: Second Generation Studies,” (with T. MaCurdy), Research in Labor Economics, (JAI Press Inc., 1981). 36. “Recent Theoretical and Empirical Studies of Labor Supply: A Partial Survey,” with M. Killingsworth and T. MaCurdy, presented at Oxford, 1979, in Z. Hornstein (ed), Studies of The Labor Market, HMS Treasury, (1981). 37. “The Impact of the Minimum Wage on the Employment and Earnings of Workers in South Carolina,” (with Sedlacek), in Vol. 5, Report of the Minimum Wage Study Commission, U.S. Government Printing Office, 225-272, (June 1981).

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38. “Models for the Analysis of Labor Force Dynamics,” (with C. Flinn), Advances in Econo- metrics, 1, 35-95, (New York: JAI Press, 1982). 39. “The Identiﬁcation Problem in Econometric Models for Duration Data,” in W. Hildenbrand (ed), Advances in Econometrics, Proceedings of Fourth World Congress of Econometric Society, (Cambridge University Press, 1982). 40. “Earnings and The Distribution of Income,” (with R. Michael), in Part II, Behavioral and Social Science Research, A National Resource, (National Academy of Science Press, 1982). 41. “New Methods For Analyzing Individual Event Histories,” (with C. Flinn), Sociological Methodology, 99-140, (Josey-Bass, 1982). 42. ”New Methods for Analyzing Structural Models of Labor Force Dynamics,” (with C. Flinn), Journal of Econometrics, 18 (1982): 115-68. 43. “Are Unemployment and out of the Labor Force Behaviorally Distinct Labor Force States?,” (with C. Flinn), Journal of Labor Economics, 28-42, (January, 1983). 44. “The Likelihood Function For The Multistate-Multiepisode Model in ‘Models For The Anal- ysis of Labor Force Dynamics’,” (with C. Flinn), in R. Bassman and G. Rhodes, (eds), Ad- vances in Econometrics, 2, 225-231, (1983). 45. “Natural Monopoly,” (with D. Evans), in D. Evans (ed.), Breaking Up Bell: Essays on In- dustrial Organization and Regulation, 127-156, (North Holland, 1983). 46. “Multiproduct Cost Function Estimates and Natural Monopoly Tests for the Bell System,” (with D. Evans), in D. Evans, (ed.), Breaking Up Bell: Essays on Industrial Organization and Regulation, Chapter 10, 253-282, (North Holland, 1983). 47. “A Method for Minimizing the Impact of Distributional Assumption in Econometric Models for Duration Data,” (with B. Singer), Econometrica, 52(2): 271-320 (1984). 48. “The Identiﬁability of the Proportional Hazard Model,” (with B. Singer), Review of Eco- nomic Studies, 231-241, (April, 1984). 49. “Population Heterogeneity in Demographic Models,” (with B. Singer), in A. Rodgers and K. Land (eds.), Multidimensional Mathematical Demography, (1984), 271-320. 50. “Comments on the Ashenfelter and Kydland Papers,” Carnegie Rochester Conference Series on Public Policy, (1984), 209-224. 51. “Econometric Duration Analysis,” (with B. Singer), Journal of Econometrics, (January, 1984), 63-132. 52. “The χ2 Goodness of Fit Statistic For Models with Parameters Estimated From Microdata,” Econometrica, (November, 1984), 52(6), 1543-1547. 53. “A Test for Subadditivity of the Cost Function With An Application to the U.S. Bell System,” (with D. Evans), American Economic Review, (September, 1984), 615-623. 54. “Introduction,” (with B. Singer), Longitudinal Analysis of Labor Market Data, (Cambridge: Cambridge University Press, 1985).

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55. “Social Science Duration Analysis,” (with B. Singer), Longitudinal Analysis of Labor Mar- ket Data, (University Press, 1985). 56. “A Simultaneous Equations Linear Probability Model,” (with T. MaCurdy), Canadian Jour- nal of Economics, (January, 1985), XVIII(1), 28-37. 57. “Alternative Methods for Estimating The Impact of Interventions,” (with R. Robb), presented at Social Science Research Council Conference, Mt. Kisco, N.Y., October, 1978. In J. Heckman and B. Singer (eds.), Longitudinal Analysis of Labor Market Data, (Cambridge University Press, 1985). 58. “Alternative Methods for Evaluating the Impact of Interventions: An Overview,” (with R. Robb), Journal of Econometrics, 30(1-2): 239-267. (1985). 59. “New Evidence on the Timing and Spacing of Births,” (with J. Hotz and J. Walker), Ameri- can Economic Review, (May, 1985), 179-184. 60. “Using Longitudinal Data to Estimate Age, Period and Cohort Effects in Earnings Equa- tions,” (with R. Robb), in William M. Mason and Stephen E. Fienberg, (ed), Cohort Analy- sis in Social Research Beyond the Identiﬁcation Problem, (Springer-Verlag New York Inc., 1985). 61. “Heterogeneity, Aggregation and Market Wage Functions: An Empirical Model of Self- Selection in the Labor Market,” (with G. Sedlacek), Journal of Political Economy, (Decem- ber, 1985), 93(6), 1077-1125. 62. “The Inﬂuence of Early Fertility and Subsequent Births And The Importance of Controlling For Unobserved Heterogeneity,” (with J. Hotz and Jim Walker), Bulletin of The International Statistical Institute, (1985), 51(2). 63. “A Dynamic Model of Aggregate Output Supply, Factor Demand and Entry and Exit For A Competitive Industry with Heterogeneous Plants,” (with V. K. Chetty), Journal of Econo- metrics, (1986), 33, No.1/2, 237-262. 64. “Labor Econometrics,” (with T. MaCurdy), in Z. Griliches and M.D. Intriligator (ed), Hand- book of Econometrics, Vol. 3, Chapter 3, (Elsevier Science Publishers), (1986), 1918-1977. 65. “Econometric Analysis of Longitudinal Data,” (with B. Singer), in Z. Griliches and M.D. In- triligator (ed), Handbook of Econometrics, Vol. 3, Chapter 29, (Elsevier Science Publishers), (1986), 1690-1763. 66. “Alternative Methods For Solving The Problem of Selection Bias in Evaluating The Impact of Treatments on Outcomes,”’ (with R. Robb) in Howard Wainer, (ed), Drawing Inference From Self Selected Samples, (Springer-Verlag), (1986), 63-107. 67. “The Earnings of Panamanian Males,” (with J. Hotz), Journal of Human Resources, Septem- ber, 1986. 68. “Alternative Identifying Assumptions in Econometric Models of Selection Bias,” (with R. Robb), in G. Rhodes, (ed), Advances in Econometrics, Vol. 5, 243-287, (JAI Press, 1986). 69. “The Importance of Bundling in a Gorman-Lancaster Model of Earnings,” Review of Eco- nomic Studies, (1987) (with J. Scheinkman), LIV, 243-255.

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328. “Returns to Education: The Causal Effects of Education on Earnings, Health, and Smok- ing,” (with J.E. Humphries and G. Veramendi). Forthcoming, Journal of Political Economy. (2017). 329. “Inequality in Human Capital and Endogenous Credit Constraints,” (with R. Hai). Forth- coming, Review of Economic Dynamics. (2017). 330. “The Non-Market Beneﬁts of Education and Ability,” (with J. E. Humphries and G. Vera- mendi). Forthcoming, Journal of Human Capital. (2017).

Working Papers, Papers In Progress And Papers Under Review 1. “The Life-cycle Beneﬁts of an Inﬂuential Early Childhood Program,” (with J.-L. Garc`ıa, D.-E. Leaf, and M.-J. Prados). Under review, American Economic Review. (2016).

2. “The Foundations of the Mincer Model,” (with J.E. Humphries and G. Veramendi). Forth- coming, Journal of Human Capital. (2016).

3. “Unordered Monotonicity,” (with R. Pinto). Under revision, Econometrica. (2015).

4. “A Dynamic Model of Health, Education, and Wealth with Credit Constraints and Rational Addiction,” (with R. Hai). Unpublished manuscript, University of Chicago, Department of Economics. (2016).

5. “Private Notes on Gary Becker,” IZA Discussion Paper No. 8200. Presented at “Honoring Gary S. Becker: A Conference,” University of Chicago Law School, Chicago, IL. February 11, 2011.

6. “Inference with Imperfect Randomization: The Case of the Perry Preschool Program,” (with R. Pinto, A. M. Shaikh, and A. Yavitz). Unpublished manuscript, University of Chicago, Department of Economics, 2009. Under revision, Econometrica, 2011.

7. “Matching on Proxy Variables,” (with S. Schennach and B. Williams). Unpublished manuscript, University of Chicago, Department of Economics, 2011.

8. “Policies to Promote Growth and Economic Efﬁciency in Mexico,” (with J. Arias, O. Azuara, and P. Bernal). NBER Working Paper No. w16554. (2010).

9. “Towards Greater Understanding of Early-Adult Risky Behaviors: Cognitive Ability, Per- sonality, and Schooling Effects.” (with G. Conti, H. Lopes, and R. Pinto). Unpublished manuscript, University of Chicago, Department of Economics, 2009.

10. “Understanding the GED,” Albert Rees Memorial Lecture, Society of Labor Economists Annual Meetings, May 9, 2008.

11. “The Option Value of Educational Choices and the Rate of Return to Educational Choices,” Cowles Foundation Structural Conference, Yale University. June 13, 2008. Under revision.

12. “The Productivity Argument for Investing in Young Children,” (with D. Masterov), Early Childhood Research Collaborative Discussion Paper, August, 2006.

43 February 7, 2017

13. “The Evolution of Inequality, Heterogeneity and Uncertainty in Labor Earnings in the U.S. Economy,” (with F. Cunha), NBER Working Paper No. 13526, October, 2007.

14. “Interpreting the Evidence of Family Inﬂuence on Child Development,” (with P. Carneiro and F. Cunha), unpublished, 2004.

15. “Understanding The Contribution of Legislation, Social Activism, Markets and Choice To The Economic Progress of African Americans in the Twentieth Century,” (with Petra Todd), unpublished manuscript, University of Chicago, 2003.

16. “The GED is a Mixed Signal: The Effect of Cognitive and Noncognitive Skills on Human Capital and Labor Market Outcomes,” (with Y. Rubinstein and J.Hsee), June, 2001, Revised in April 2002.

17. “Using the EITC to Test Between Two Competing Models of Skill Formation,” (with L. Lochner), unpublished manuscript, University of Chicago, 2000.

18. “Semiparametric Program Evaluation: Lessons From An Evaluation of a Norwegian Train- ing Program,” (with A. Aakvik and E. Vytlacil) unpublished manuscript, University of Chicago, 1999.

19. “The Case for Simple Estimators: Experimental Evidence From the National JTPA Study,” unpublished manuscript, University of Chicago, November 1993.

20. “Alternative Approaches To The Evaluation of Social Programs: Econometric and Exper- imental Methods,” Barcelona Lecture, Sixth World Meetings of The Econometric Society, 1990.

21. “A Sequential Model of Schooling,” (with S. Cameron), Yale, 1990.

22. “The Empirical Content of Alternative Models of Labor Earnings,” unpublished, 1978, revised 1982.

23. “Three State Search Models,” (with T. Coleman), unpublished, April 1981.

24. “New Evidence on the Assertion that the Government has Shifted the Relative Demand Curve For Labor In Favor of Blacks,” (with R. Butler), June 1978.

25. “Shadow Prices, Market Wages and Labor Supply Revisited: Some Corrections and Com- putational Simpliﬁcations,” mimeo (June 1975).

26. “Dynamic Models of Female Labor Supply,” unpublished, University of Chicago, March 1977.

27. “Internal Adjustment Costs And The Neoclassical Theory of the Firm,” (with V. K. Chetty), 1971.

44 March 17, 2017 Expert Testimony Over Past Four Years

Deposition of James J. Heckman in the NCAA Student-Athlete Name & Likeness Licensing Litigation in the United States District Court of the Northern District of California, Oakland Division, March 29, 2013.

Deposition of James J. Heckman in the matter of Garlock Sealing Technologies L.L.C. in the United States Bankruptcy Court for the Western District of North Carolina, July 10, 2013.

Testimony of James J. Heckman in the matter of Conseil Quebecois Sur Le Tabac Et La, Sante, et al. v. JTI MacDonald Corp., et at. in Province of Quebec, District of Montreal, Superior Court, April 14-15, 2014.

Testimony of James J. Heckman in the matter of Edward O’Bannon, et al. v. National collegiate Athletic Association in the United States District Court of the Northern District of California, Oakland Division, June 17-18, 2014.

45 APPENDIX B: Materials Relied Upon

Academic Articles, Technical Reports, and Books

Andrews, Rodney J., Jing Li, and Michael F. Lovenheim. “Quantile Treatment Effects of College Quality on Earnings.” The Journal of Human Resources 51.1 (2016)

Averett, Susan, and Sharon Dalessandro. “Racial and Gender Differences in the Return to a 2‐ Year and 4‐Year Degrees.” Education Economics 9.3 (2001)

Goldin, Claudia, Lawrence F. Katz, and Ilyana Kuziemko. “The homecoming of American college women: The reversal of the college gender gap.” The Journal of Economic Perspectives 20.4 (2006)

Harper, Shaun R., Collin D. Williams Jr., and Horatio W. Blackman. “Black Male Student‐Athletes and Racial Inequities in NCAA Division I College Sports.” Penn GSE, Center for the Study of Race and Equity in Education (2013)

Haskell, Devon. “Essays on Sports Participation, Development, and Educational Outcomes.” Dissertation, University of Chicago (2012)

Henderson, Daniel J., Alexandre Olbrecht, and Solomon W. Polachek. “Do Former College Athletes Earn More at Work? A Nonparametric Assessment.” The Journal of Human Resources 41.3 (2006)

Hoekstra, Mark. “The Effect of Attending the Flagship State University on Earnings: A Discontinuity‐Based Approach.” The Review of Economics and Statistics 91.4 (2009)

Milligan, Kevin, Enrico Moretti, and Philip Oreopoulos. "Does education improve citizenship? Evidence from the United States and the United Kingdom." Journal of Public Economics 88.9 (2004)

Mincer, Jacob. “Schooling, Experience, and Earnings.” National Bureau of Economic Research, 1974

Molitor, Christopher J., and Duane E. Leigh. “In‐School Work Experience and the Returns to Two‐Year and Four‐Year Colleges.” Economics of Education Review 24.4 (2005)

Monk‐Turner, Elizabeth. “Economic Returns to Community and Four‐Year College Education.” The Journal of Socio‐Economics 23.4 (1994)

Moretti, Enrico. “Human Capital Externalities in Cities.” Handbook of Regional and Urban Economics 4 (2004)

“NELS:88 Survey Item Evaluation Report.” National Center for Education Statistics (1997)

“Educational Longitudinal Study of 2002 Base Year Field Test Report.” National Center for Education Statistics (2003)

Oreopoulos, Philip, and Kjell G. Salvanes. “Priceless: The Nonpecuniary Benefits of Schooling.” Journal of Economic Perspectives 25.1 (2011)

Peschar, Jules L., René Veenstra, Ivo W. Molenaar, Anne Boomsma, Mark Huisman, and Marieke van der Wal. "Self‐Regulated learning as a Cross‐Curricular Competency. The Construction of Instruments in 22 Countries for the PISA Main Study 2000." Synthesis Report (1999)

Rosenberg, Morris. Society and the adolescent self‐image. Princeton, NJ: Princeton University Press, 1965

Rotter, Julian B. “Generalized expectancies for internal versus external control of reinforcement.” Psychological monographs: General and applied 80.1 (1966)

Shulman, James L., and William G. Bowen. The Game of Life, College Sports and Educational Values. Princeton, NJ: Princeton University Press, 2001

Case Documents and Legal Filings

In re: NCAA Athletic Grant‐In‐Aid Cap Antitrust Litigation, Case Nos. 4:14‐md‐02541‐CW and 4:14‐cv‐02758 (N.D. Cal.), Consolidated Amended Complaint (Dkt. 60)

In re: NCAA Athletic Grant‐In‐Aid Cap Antitrust Litigation, Case Nos. 4:14‐md‐02541‐CW and 4:14‐cv‐02758 (N.D. Cal.), Defendant NCAA’s Answer to Plaintiffs’ Consolidated Amended Complaint (Dkt. 156)

In re: NCAA Athletic Grant‐In‐Aid Cap Antitrust Litigation, Case Nos. 4:14‐md‐02541‐CW and 4:14‐cv‐02758 (N.D. Cal.), Second Amended Complaint—Class Action Seeking Injunction (Dkt. 194)

In re: NCAA Athletic Grant‐In‐Aid Cap Antitrust Litigation, Case Nos. 4:14‐md‐02541‐CW and 4:14‐cv‐02758 (N.D. Cal.), Defendant NCAA’s Answer to Jenkins Plaintiffs’ Second Amended Complaint—Class Action Seeking Injunction (Dkt. 204)

In re: NCAA Athletic Grant‐In‐Aid Cap Antitrust Litigation, Case Nos. 4:14‐md‐02541‐CW and 4:14‐cv‐02758 (N.D. Cal.), Order Granting Motion for Rule 23(b)(2) Class Certification (Dkt. 305)

Data Sources

“2006 Listing of All Teams in Bowl Subdivision (FBS),” National Collegiate Athletic Association (NCAA) Football Statistics, available at http://www.ncaa.org/championships/statistics/ncaa‐ football‐statistics

“Basketball Ranking Summary,” Division I, 2006‐2007, available at http://web1.ncaa.org/stats/StatsSrv/ranksummary?sportCode=MBB and http://web1.ncaa.org/stats/StatsSrv/ranksummary?sportCode=WBB

“Official 2007 NCAA Division I Football Records Book,” National Collegiate Athletic Association, available at http://fs.ncaa.org/Docs/stats/football_records/DI/2007/2007RB.pdf

“Poverty thresholds by Size of Family and Number of Children,” 1987 and 2001, United States Census Bureau, available at https://www.census.gov/data/tables/time‐series/demo/income‐ poverty/historical‐poverty‐thresholds.html

Bates Numbered Documents

NCAAGIA03754821 ‐ “1994‐95 NCAA Directory, Committee listings effective through February 1995,” National Collegiate Athletic Association.

All other documents and data cited in the report, exhibits, and appendices.

APPENDIX C: VARIABLE DESCRIPTIONS

Descriptions of NELS: 88/00 and Derived Variables

Variable Description High School Graduation Graduated from high school or earned a GED by 1992 PSE Institution Attendance Attended any post‐secondary education institution by 1994 4‐year Not‐for‐Profit PSE Institution Attendance Attended any 4‐year not‐for‐profit post‐secondary education institution by 1994 NCAA Division I PSE Institution Attendance Longest attended PSE institution was an NCAA Division I 4‐year not‐for‐profit institution NCAA FBS (Division I‐A) PSE Institution Attendance Longest attended PSE institution was an NCAA FBS (Division I‐A) 4‐year not‐for‐profit institution PSE Achievement Highest post‐secondary education degree attained or post‐secondary education years completed by 2000 College Completion Earned a bachelor's degree or higher by the year 2000 Logarithmic Annual Wage for Wage Earners The log of the respondent's income in 1999 from employment before taxes and all other deductions Single‐Parent Household The student's household does not contain both the mother and the father when the student is in the 8th grade Family Income Family income in 1987 Family Income Below the Poverty Line Family income is less than the 1987 U.S. poverty threshold (adjusted for household size and number of children) Number of Siblings Number of siblings the student has as of 8th grade Father Education Father's highest level of education as of the time the student is in 8th grade Mother Education Mother's highest level of education as of the time the student is in 8th grade Urban Location The student attends an urban school in a "Urban ‐ central city" at the time of 8th grade based on the 1980 U.S. Census classification Cognitive Ability Z‐score of the mean of an individual's standardized test scores in reading, math, science, and history/citizenship/geography in 8th grade. See Appendix D2. Self‐Concept See Appendix D1 Locus of Control See Appendix D1 Non‐Cognitive External Ability Mean of student responses on the number of times the following events occurred in the first half

of the 10th grade school year: cut or skipped class, got in trouble for not following school rules, put on in‐school suspension, suspended or put on probation from school, was transferred to another school for disciplinary reasons, was arrested. Frequencies of such behaviors are reverse‐ordered such that a higher frequency of these events corresponds to a lower Non‐Cognitive External Ability value. See Appendix D2. African American Sample member selected Black (not Hispanic) as best description of her/his ethnic group/heritage American Indian Sample member selected American Indian or Alaska Native as best description of her/his ethnic group/heritage Asian Sample member selected Asian or Pacific Islander as best description of her/his ethnic group/heritage Hispanic Sample member selected Hispanic or Latino as best description of her/his ethnic group/heritage Full Time Worker Hours worked for pay per typical week from all jobs in 1999 was greater than or equal to 35 Recent Graduate or Still a Student Sample member either earned some post‐ secondary degree (Associate's or above) in 1999 or was taking courses at a two or four year college or at a professional/graduate school in January 2000 High School Varsity Athlete In her/his high school sophomore year, the sample member participated in junior varsity or varsity athletics or was a (co‐) captain in any of the activities classified as a sport by the survey High School Varsity Basketball/Football Athlete In her/his high school sophomore year, the sample member participated in junior varsity or varsity athletics or was a (co‐) captain in either basketball or football, if male, or just in basketball, if female High School Varsity Non Basketball/Football Using the two preceding definitions, the sample Athlete member was classified as a High School Varsity Athlete but not as a High School Varsity Basketball/Football Athlete College Varsity Athlete Sample member participated in varsity intercollegiate athletics at the longest PSE institution (by 1994), and the longest PSE institution s/he attended was a 4‐year not for profit institution College Varsity Basketball/Football Athlete (college Sample member participated in varsity football player or college basketball player) intercollegiate athletics at the longest PSE institution (by 1994), the longest PSE institution s/he attended was a 4‐year not for profit institution, and the sample member is classified as

a High School Varsity Basketball/Football Athlete College Varsity Non Basketball/Football Athlete Using the two preceding definitions, the sample member was classified as a College Varsity Athlete but not as a College Varsity Basketball/Football Athlete Male The respondent was identified as a male in the final survey year Female The respondent was identified as a female in the final survey year

Descriptions of ELS: 02/12 and Derived Variables

Variable Description High School Graduation Graduated from high school or earned a GED (or equivalency) by 2004 PSE Institution Attendance Attended any post‐secondary education institution by 2006 4‐year Not‐for‐Profit PSE Institution Attendance Attended any 4‐year not‐for‐profit post‐secondary education institution by 2006 NCAA Division I PSE Institution Attendance First attended PSE institution was an NCAA Division I 4‐year not‐for‐profit institution NCAA FBS PSE Institution Attendance First attended PSE institution was an NCAA FBS 4‐ year not‐for‐profit institution PSE Achievement Highest level of post‐secondary education completed by 2012 College Completion Earned a bachelor's degree or higher by the year 2012 Logarithmic Annual Wage for Wage Earners The log of the respondent's income in 2011 from employment before taxes and all other deductions Single‐Parent Household The student's household does not contain both the mother (biological or adoptive) and the father (biological or adoptive) when the student is in the 10th grade Family Income Family income in 2001 Family Income Below the Poverty Line Family income is less than the 2001 U.S. poverty threshold (adjusted for household size and number of children) Number of Siblings Number of siblings the student has as of 10th grade Father Education Father's highest level of education as of the time the student is in 10th grade Mother Education Mother's highest level of education as of the time the student is in 10th grade Urban Location The student attends an urban school in an "Urban" area at the time of 10th grade based on the 1999‐ 2000 Common Core of Data and the 1999‐2000

Private School Survey Cognitive Ability Z‐score of the mean of an individual's standardized test scores in reading and math in 10th grade. See Appendix D2. Action Control: General Effort and Persistence See Appendix D1. Scale Control Expectation Scale See Appendix D1. Instrumental Motivation (Utility Interest) Scale See Appendix D1. Non‐Cognitive External Ability Mean of student responses on the number of times the following events occurred in the first half of the 10th grade school year: cut or skipped class, got in trouble for not following school rules, put on in‐school suspension, suspended or put on probation (from school), transferred to another school for disciplinary reasons. Frequencies of such behaviors are reverse‐ordered such that a higher frequency of these events corresponds to a lower Non‐Cognitive External Ability value. See Appendix D1. African American Sample member selected Black or African American (not Hispanic) as best description of her/his ethnic group/heritage American Indian Sample member selected American Indian or Alaska Native (not Hispanic) as best description of her/his ethnic group/heritage Asian Sample member selected Asian or Hawaii/Pacific Islander (not Hispanic) as best description of her/his ethnic group/heritage Hispanic Sample member selected Hispanic as best description of her/his ethnic group/heritage Full Time Worker Hours worked for pay per typical week from all jobs in 2011 was greater than or equal to 35 Still a Student Sample member either was taking courses at a 2 or 4 year college at some point in 2011 or s/he last attended a 2 or 4 year college and the most recent date of this enrollment was 2011 or 2012 High School Varsity Athlete In her/his high school sophomore year, the sample member participated in junior varsity or varsity athletics or was a varsity athletics captain in any of the activities classified as a sport by the survey High School Varsity Basketball/Football Athlete In her/his high school sophomore year, the sample member participated in junior varsity or varsity athletics or was a varsity athletics captain in either basketball or football, if male, or just in basketball, if female High School Varsity Non Basketball/Football Using the two preceding definitions, the sample Athlete member was classified as a High School Varsity

Athlete but not as a High School Varsity Basketball/Football Athlete College Varsity Athlete Sample member participated in varsity or intercollegiate athletics at the first attended PSE institution (by 2006), and the first PSE institution s/he attended was a 4‐year not for profit institution College Varsity Basketball/Football Athlete (college Sample member participated in varsity or football player or college basketball player) intercollegiate athletics at the first attended PSE institution (by 2006), the first attended PSE institution s/he attended was a 4‐year not for profit institution, and the sample member is classified as a High School Varsity Basketball/Football Athlete College Varsity Non Basketball/Football Athlete Using the two preceding definitions, the sample member was classified as a College Varsity Athlete but not as a College Varsity Basketball/Football Athlete Male The respondent was identified as a male in the first survey year Female The respondent was identified as a female in the first survey year

APPENDIX D: OVERVIEW OF COGNITIVE AND NON‐COGNITIVE MEASURES

A. Non‐cognitive measures

NELS

In the NELS regressions, I use two non‐cognitive measures: Self‐Concept and Rotter’s Locus of Control (Rotter, 1966).1 As described in NCES (1997): “In the base year survey and in each follow‐up survey, students were asked to indicate the extent to which they agreed or disagreed with 13 statements about themselves. These statements were combined into two composites, “locus of control” and “self‐ concept,” which provide a bridge to other social research efforts, including the NLS‐72 and HS&B surveys.”2 The self‐concept measure is very closely related to Self‐Esteem (Rosenberg, 1965), and is also referred to in NCES (1997) as Self‐Esteem.3 See Appendix D1 for a detailed account of the underlying questions and how the questions were aggregated by NELS.

Locus of Control and Self‐Esteem are both used, for example, in Heckman et al. (2006).4 See also a discussion about the relationship between the Big Five and Self‐Esteem and Locus of Control in Almlund et al. (2011, p. 52).5

In addition, I also use a control for Externalizing Behavior (Non‐Cognitive External Ability), further described in Appendix D1. Risky behaviors have been examined, for example, in Heckman et al. (2006). Heckman et al. (2013) use Externalizing Behavior and provide an overview of the literature on Externalizing Behavior.6 The measure is based on disruptive behaviors such as skipping class and suspension from school.

ELS

In the ELS regressions, I use three non‐cognitive measures: Action Control (General Effort and Persistence), Control Expectation, and Instrumental Motivation (Utility Interest). The measures and the underlying questions used to construct them are detailed in Appendix D1.

1 Rotter, Julian B., "Generalized expectancies for internal versus external control of reinforcement," Psychological monographs: General and applied 80.1 (1966): 1. 2 NELS:88 Survey Item Evaluation Report. National Center of Education Statistics NCES 97‐052 (1997). https://nces.ed.gov/pubs97/97052.pdf 3 The 7 self‐concept questions in NELS are based on a subset of the 10 self‐esteem questions in Rosenberg, Morris, “Society and the adolescent self‐image,” Vol. 11. Princeton, NJ: Princeton University Press, 1965. 4 Heckman, James J., Jora Stixrud, and Sergio Urzua, "The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior," Journal of Labor Economics 24.3 (2006): 411‐482. 5 Almlund, Mathilde, Angela Lee Duckworth, James Heckman, and Tim Kautz, "Handbook of the Economics of Education, chapter 1‐Personality Psychology and Economics." (2011). 6 Heckman, James, Rodrigo Pinto, and Peter Savelyev, "Understanding the mechanisms through which an influential early childhood program boosted adult outcomes," The American Economic Review (2013): 2052‐2086.

As described by the National Center for Education Statistics (2003):7 “The three items operationally defining instrumental motivation are from the Intrinsic Learning Motivation Scale (Schiefele & Moschner, 1997).[8] … The control expectation scale is a modified version of a similar scale appearing in the MSLQ (Pintrich et al., 1993).[9] … ‘Action control strategies shield the performance of actions from competing intentions and help to overcome difficulties’ (Baumert, Fend, O’Neil & Peschar, 1998).[10] Achievement requires focused effort and persistence until the job is done.” The three non‐cognitive measures were all determined to be either “good” (Instrumental Motivation and Control Expectation) or “excellent” (Action Control) by Peschar et al. (1999), using data from 22 countries that participated in the Program for International Student Assessment (PISA) survey.11

As in the case of NELS, I also use a control for Externalizing Behavior (Non‐Cognitive External Ability), further described in Appendix D1. The measure is based on disruptive behaviors such as skipping class and suspension from school.

B. Cognitive measures (NELS and ELS)

I use standardized test scores as a measure of cognitive ability. In NELS, I use reading, mathematics, science and history/citizenship/geography scores, and in ELS I use reading and mathematics scores. The measures are further described in Appendix D2.

Test scores have been widely used in the literature as controls of cognitive ability. For example, Cunha and Heckman (2008) use Peabody Individual Achievement Test (PIAT) math and reading scores;12 Heckman et al. (2006) use an Armed Forces Qualifications Test (AFQT) score (based on arithmetic

7 Educational Longitudinal Study of 2002: Base Year Field Test Report. National Center of Education Statistics Working Paper No. 2003‐03 (2003), at 73‐75. https://nces.ed.gov/pubs2003/200303.pdf 8 Schiefele, U., & Moschner, B., Unpublished scales on self‐concept, motivation, interest, learning strategies, epistemological beliefs, need for cognition, and learning environment (1997), (as cited in National Center of Education Statistics, 2003). 9 Pintrich, Paul R., David AF Smith, Teresa Garcia, and Wilbert J. McKeachie, "Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ)," Educational and psychological measurement 53, no. 3 (1993): 801‐813, (as cited in National Center of Education Statistics, 2003). 10 Baumert, J., H. Fend, H. F. O’Neil, and J. L. Peschar, "Prepared for life long learning: Frame of reference for the measurement of self‐regulated learning as a cross‐curricular competence (CCC) in the PISA project," Paris: Organization for Economic Cooperation and Development (1998), (as cited in National Center of Education Statistics, 2003). 11 Peschar, J., René Veenstra, Ivo W. Molenaar, Anne Boomsma, Mark Huisman, and Marieke van der Wal, "Self‐ Regulated learning as a Cross‐Curricular Competency. The Construction of Instruments in 22 Countries for the PISA Main Study 2000," Synthesis Report (1999). 12 Cunha, Flavio, and James J. Heckman, "Formulating, identifying and estimating the technology of cognitive and noncognitive skill formation," Journal of Human Resources 43, no. 4 (2008): 738‐782.

10 reasoning, word knowledge, paragraph comprehension, mathematical knowledge, and coding speed); and Goldin et al. (2006) use NELS test scores.13

13 Goldin, Claudia, Lawrence F. Katz, and Ilyana Kuziemko, "The homecoming of American college women: The reversal of the college gender gap," The Journal of Economic Perspectives 20, (4) (2006): 133‐156.

APPENDIX D1: TECHNICAL DETAIL NON‐COGNITIVE MEASURES

A. Non‐Cognitive Measures NELS: 88/00 o Self‐Concept (BYCNCPT2) . This variable is the composite of the self‐concept items BYS44A, BYS44D, BYS44E, BYS44H, BYS44I, BYS44J, and BYS44L. Each of the above seven items was standardized separately to a mean of zero and a standard deviation of 1 using BYQWT. All non‐missing components were averaged. BYS44A, BYS44D, BYS44E, and BYS44H are reverse scoring items so the values were reversed before performing computations. . How do you feel about the following statements? (MARK ONE EACH: STRONGLY AGREE, AGREE, DISAGREE, STRONGLY DISAGREE) Statement Source Variables I feel good about myself BYS44A I feel I am a person of worth, the equal of other people BYS44D I am able to do things as well as most other people BYS44E On the whole, I am satisfied with myself BYS44H I certainly feel useless at times BYS44I At times I think I am no good at all BYS44J I feel I do not have much to be proud of BYS44L

o Locus of Control (BYLOCUS2) . This variable is the composite of the locus of control items BYS44B, BYS44C, BYS44F, BYS44G, BYS44K, and BYS44M. Each of these six items was standardized separately to a mean of zero and a standard deviation of 1 using BYQWT. All non‐missing components were averaged. BYS44K is a reverse scoring item so the values were reversed before performing computations. . How do you feel about the following statements? (MARK ONE EACH: STRONGLY AGREE, AGREE, DISAGREE, STRONGLY DISAGREE) Statement Source Variables I don't have enough control over the direction my life is taking BYS44B In my life, good luck is more important than hard work for success BYS44C Every time I try to get ahead, something or somebody stops me BYS44F My plans hardly ever work out, so planning only makes me unhappy BYS44G When I make plans, I am almost certain I can make them work BYS44K Chance and luck are very important for what happens in my life BYS44M

ELS: 02/12 o Action Control: General Effort and Persistence Scale (BYACTCTL) . This variable is a scale of the respondent's self‐rated effort and persistence in the base year. Higher values represent greater ratings of effort and persistence. Variable was created through principal factor analysis (weighted by BYSTUWT) and standardized to a mean of 0 and standard deviation of 1. Only respondents who provided a full set of responses were assigned a scale value. . How often do these things apply to you? (MARK ONE RESPONSE ON EACH LINE) (Almost never; Sometimes; Often; Almost always) Statement Source Variables When I study, I make sure that I remember the most important things BYS89G When studying, I try to work as hard as possible BYS89J When studying, I keep working even if the material is difficult BYS89O When studying, I try to do my best to acquire the knowledge and skills BYS89S taught When studying, I put forth my best effort BYS89V

o Control Expectation Scale (BYCONEXP) . This variable is a scale of the respondent's success expectations in the base year. Higher values represent greater expectations of success in academic learning. Variable was created through principal factor analysis (weighted by BYSTUWT) and standardized to a mean of 0 and standard deviation of 1. Only respondents who provided a full set of responses were assigned a scale value. . How often do these things apply to you? (MARK ONE RESPONSE ON EACH LINE) (Almost never; Sometimes; Often; Almost always) Statement Source Variables When I sit myself down to learn something really hard, I can learn it BYS89E If I decide not to get any bad grades, I can really do it BYS89N If I decide not to get any problems wrong, I can really do it BYS89Q If I want to learn something well, I can BYS89T

o Instrumental Motivation (Utility Interest) Scale (BYINSTMO) . This variable is a scale of the base‐year respondent's instrumental or extrinsic motivation, i.e., motivation to perform well academically in order to satisfy external goals like future job opportunities or financial security. Higher values represent greater instrumental motivation. Variable was created through principal factor analysis (weighted by BYSTUWT) and standardized to a mean of 0 and standard deviation of 1. Only respondents who provided a full set of responses were assigned a scale value.

. How often do these things apply to you? (MARK ONE RESPONSE ON EACH LINE) (Almost never; Sometimes; Often; Almost always) Statement Source Variables I study to get a good job (LABEL: Studies to get a good grade) BYS89D I study to increase my job opportunities BYS89H I study to ensure that my future will be financially secure BYS89P

B. External Behavior Measures NELS: 88/00 o Mean of the Non‐Cognitive External Variables . Mean of student responses on the number of times the following events occurred in the first half of the school year: cut or skipped class, got in trouble for not following school rules, put on in‐school suspension, suspended or put on probation from school, was transferred to another school for disciplinary reasons, was arrested. Before calculating the mean of the six external behavior variables, they were reverted so that a lower frequency of a behavior received a higher number and a higher frequency of it was assigned a lower number. . How many times did the following things happen to you in the first half of the current school year? (MARK ONE EACH: Never, 1‐2 times, 3‐6 times, 7‐9 times, 10 or more times) Statement Source Variables I cut or skipped classes F1S10B I got in trouble for not following school rules F1S10C I was put on an in‐school suspension F1S10D I was suspended or put on probation from school F1S10E I was transferred to another school for disciplinary reasons F1S10F I was arrested F1S10G

ELS: 02/12 o Mean of the Non‐Cognitive External Variables . Mean of student responses on the number of times the following events occurred in the first half of the school year: cut or skipped class, got in trouble for not following school rules, put on in‐school suspension, suspended or put on probation from school, transferred to another school for disciplinary reasons. Before calculating the mean of the five external behavior variables, they were reverted so that a lower frequency of a behavior received a higher number and a higher frequency of it was assigned a lower number.

. How many times did the following things happen to you in the first semester or term of this school year? (MARK ONE RESPONSE ON EACH LINE) (Never; 1‐2 times; 3‐6 times; 7‐9 times; 10 or more times) Statement Source Variables I cut or skipped classes BYS24B I got in trouble for not following school rules BYS24D I was put on in‐school suspension BYS24E I was suspended or put on probation BYS24F I was transferred to another school for disciplinary reasons BYS24G

APPENDIX D2: TECHNICAL DETAIL COGNITIVE MEASURES

NELS: 88/00 o Standardized Mean of the Cognitive Variables . Z‐score of the mean of an individual's standardized test scores in reading, math, science, and history/citizenship/geography in 8th grade . The cognitive variables used are:  Reading Standardized Score (BY2XRSTD)  Math Standardized Score (BY2XMSTD)  Science Standardized Score (BY2XSSTD)  History/Citizenship/Geography Standardized Score (BY2XHSTD) ELS: 02/12 o Standardized Mean of the Cognitive Variables . Z‐score of the mean of an individual's standardized test scores in reading (BYNELS2R) and math (BYNELS2M) in 10th grade

Appendix E TABLEN1.1A: High School Graduation Dependent Variable: High School Diploma or GED Received by 1992; Linear Probability Model Sex: Male (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.078*** (0.009) [0.060, 0.097]

High School Sophomore BB/FBVarsity Athlete 0.084*** (0.010) [0.064, 0.105]

High School Sophomore Non BB/FBVarsity Athlete 0.069*** (0.010) [0.049, 0.089]

Single-Parent Household 0.025* -0.021 -0.021 (0.012) (0.012) (0.012) [-0.049, -0.001] [-0.045, 0.002] [-0.045, 0.002]

Family Income (sicK) -0.000 -0.001 -0.001 (0.001) (0.001) (0.001) [-0.003, 0.002] [-0.003, 0.002] [-0.003, 0.002]

Family Income Below Poverty Line 0.063** 0.059** 0.060** (0.022) (0.022) (0.022) [-0.105, -0.020] [-0.102 , -0.017] [-0.102, -0.017]

Number of Siblings -0.005 -0.005 -0.005 (0.003) (0.003) (0.003) [-0.012, 0.002] [-0.012, 0.002] [-0.012, 0.0021

Father Education 0.006** 0.005* 0.005* (0.002) (0.002) (0.002) [0.002, 0.010] [0.000, 0.009] [0.000, 0.009]

Mother Education 0,001 -0.000 -0.000 (0.002) (0.002) (0.002) [-0.004, 0.005] [-0.005, 0.004] [-0.005, 0.004]

Urban Location 0.032** 0.028* 0.028* (0.011) (0.011) (0.011) [-0.054, -0.010] [-0.050, -0.007] [-0.050, -0.006]

Cognitive Ability (Z-Score) Q,Q33*** 0.033*** 0.034*** (0.005) (0.005) (0.005) [0.023, 0.043] [0.023, 0.043] [0.024, 0.044]

- 1 - TABLEN1.1A: High School Graduation Dependent Variable: High School Diploma or GED Received by 1992; Unear Probability Model Sex: Male (1) (2) (3) VARIABLES

Locus of Control 0.010 0.009 0.009 (0.010) (0.009) (0.009) [-0.009, 0.029] [-0.010, 0.027] [-0.010, 0.027]

Self Concept 0,019* 0.014 0.015 (0.008) (0.008) (0.008) [0.002, 0.035] [-0.002, 0.031] [-0.002, 0.031]

Non-Cognitive Ability (EXTERNAL) 0.161*** 0.155*** 0.155*** (0.018) (0.018) (0.018) [0.126, 0.196] [0.120, 0.190] [0.121, 0.190]

Black - not Hispanic 0.019 0.015 0.012 (0.022) (0.022) (0.022) [-0.025 , 0.063] [-0.029, 0.058] [-0.031, 0.056]

American Indian or Alaska Native -0.042 -0.039 -0.039 (0.069) (0.066) (0.066) [-0.177, 0.093] [-0.168, 0.091] [-0.169, 0.091]

Asian or Pacific Islander 0.004 0.009 0.010 (0.017) (0.016) (0.016) [-0.028, 0.037] [-0.023 , 0.041] [-0.022, 0.042]

Hispanic or Latino 0.000 -0.005 -0.005 (0.017) (0.017) (0.017) [-0.033, 0.034] [-0.039, 0.028] [-0.038, 0.029]

Constant 0.248*** 0.255*** 0.251*** (0.074) (0.073) (0.073) [0.102, 0.394] [0.112, 0.398] [0.107, 0.394]

Observations 3,560 3,560 3,560 Adjusted R-squared 0.117 0.135 0.135 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 2 - TABLEN1.1B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 1992; Linear Probability Model Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.076*** 5574*** 0.067*** (0.010) (0.010) (0.010) [0.057, 0.095] (0.055, 0.092] [0.047,0.087]

HSSophomore Athlete a Black 0.034 (0.047) [-0.058, 0.126]

HSSophomore Athlete a Income Below Poverty Line 0.042 (0.040) [-0.036, 0.12 1]

HSSophomore Athlete x Single-Parent Household 0.045 (0.025) [-0.003, 0.094]

High School Sophomore BB/FBVarsity Athlete 0.083 0.081*** 0.072*** (0.011) (0.010) (0.011) [0.062, 0.104] [0.060, 0.101] [0.049, 0.094]

High School Sophomore Non BB/FBVarsity Athlete 0.066*** 0.063**a 0.060* (0.011) (0.010) (0.011) [0.045, 0.086] [0.043, 0.084] [0.038, 0.082]

HSSophomore BB/FBAthlete a Black 0.016 (0.049) [-0.079, 0.112]

HS Non BB/FBVarsity Athlete a Black 0.107* (0.046)

[0.017 , 0.196]

HSSophomore BB/FBAthlete a Income Below Poverty Line 0.026 (0.044) [-0.060, 0.112]

HS Non BB/FBVarsity Athlete a Income Below Poverty Line 0.077 (0.051)

[-0.023 , 0.177]

HSSophomore BB/FBAthlete a Single-Parent Household 0.051 (0.027) [-0.001,0.103]

HS Non BB/FBVarsity Athlete a Single-Parent Household 0.035 (0.028) [-0.021, 0.091]

Single-Parent Household -0.022 -0.022 0.047* -0.021 -0.022 0.046* (0.012) (0.012) (0.022) (0.012) (0.012) (0.022)

[-0.045, 0.002] [-0.045, 0.002] [-0.090, -0.004] [-0.045, 0.002] [-0.045, 0.002] [-0.089 , -0.003]

Family Income ($1OK) -0.001 -0.001 -0.001 -0.001 -0.001 -0.001 (0.001) (0.001) (0.001) (0.001) (0.001) (0.001) [-0.003, 0.002] [-0.003 , 0.002] [-0.003, 0.002] [-0.003, 0.002] [-0.003, 0.002] [-0.003, 0.002]

Family Income Below Poverty Line .0059** 0.080* -0.059’ 0.060** 0.079* 0.059** (0.022) (0.033) (0.022) (0.022) (0.033) (0.022) [-0.102 ,-0.017] [-0.144,-0.016] [-0.101 ,-0.016] [-0.102-0.017] [-0.143 ,-0.015] [-0.102-0.017]

Number of Siblings -0.005 .0.005 -0.005 -0.005 -0.005 -0.005 (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [-0.012, 0.002] [-0.012, 0.002] [-0.012 , 0.002] [-0.012 , 0.002] [-0.012, 0.002] [-0.012, 0.002]

- 3 - TABLEN1.1B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 1992; Linear Probability Model Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.005* 0.005* 0.005* 0.005* 0.005* 0.005* (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.000, 0.009] [0.000 0.009) [0.000, 0.009] [0.001, 0.009] [0.001 , 0.009] [0.000, 0.009]

Mother Education -0.000 -0.000 -0.000 -0.000 -0.000 -0.000 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.005 , 0.004] [-0.005, 0.004] [-0.005 , 0.004) [-0.005, 0.004] [-0.005, 0.004] [-0.005 , 0.004]

Urban Location 0.028* 0.028* 0.028* 0.028* 0.028* 0.027* (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.050, -0.007] [-0.050, -0.006) [-0.050, -0.006] [-0.050, -0.006] [-0.049 , -0.006] [-0.049, -0.006]

Cognitive Ability (Z-Score) 0.033*** 0.033*** 0.033’”” 0.034*** 0.033*** 0034*5* (0.005) (0.005) (0.005) (0.005) (0.005) (0.005)

[0.023, 0.043] [0.023 , 0.043] [0.024, 0.043] [0.024 , 0.044) [0.023, 0.043] [0.024, 0.044]

Locus of Control 0.009 0.009 0.010 0.008 0.008 0.009 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.010, 0.027] [-0.009, 0.028] [-0.009, 0.028] [-0.010, 0.027] [-0.010, 0.027] [-0.009 , 0.028]

Self Concept 0.015 0.014 0.014 0.015 0.015 0.014 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008)

[-0.002 , 0.031] [-0.002, 0.031] [-0.002, 0.030] [-0.001, 0.031] [-0.001 , 0.0311 [-0.002, 0.031]

Non-Cognitive Ability (EXTERNAL) 0.155’” 0.155” 0.1545*5 0.155* 0.156”’ 0.154’”” (0.018) (0.018) (0.018) (0.018) (0.018) (0.018) [0.120,0.190] [0.120,0.190] [0.119,0.188] [0.121,0.190] [0.121,0.191] [0.120,0.189]

Black - not Hispanic -0.006 0.013 0.013 -0.006 0.012 0.010 (0.042) (0.022) (0.022) (0.042) (0.022) (0.022) [-0.088,0.075] [-0.031,0.056] [-0.031,0.056] [-0.087,0.076] [-0.032,0.055] [-0.034,0.054]

American Indian or Alaska Native -0.039 -0.039 -0.037 -0.039 -0.038 -0.038 (0.066) (0.066) (0.066) (0.066) (0.066) (0.066) [-0.169,0.091] [-0.168,0.089] [-0.166,0.092] [-0.169,0.090] [-0.167,0.091) [-0.167,0.091]

Asian or Pacific Islander 0.009 0.010 0.009 0.011 0.010 0.010 (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [-0.023 , 0.041] [-0.023 , 0.042] [-0.023 , 0.042] [-0.022, 0.043] [-0.022 , 0.042] [-0.022, 0.043]

Hispanic or Latino -0.005 -0.005 -0.006 -0.005 -0.005 -0.005 (0.017) (0.017) (0.017) (0.017) (0.017) (0.017) [-0.039 , 0.028] [-0.039, 0.028] [-0.040 , 0.027] [-0.038, 0.0291 [-0.038, 0.028] [-0.039, 0.028]

Constant 0.256” 0.256*** 0.267*5* 0.251”’ 0.251”’ 0.2625*5 (0.073) (0.073) (0.073) (0.073) (0.073) (0.073) [0.112,0.399] (0.113,0.400) [0.123,0.411] [0.107, 0.395] [0.108,0.395] [0.118,0.406]

Observations 3,560 3,560 3,560 3,560 3,560 3,560 Adjusted R-squared 0.135 0.135 0.136 0.135 0.135 0.136

- 4 - TABLEN1.1B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 1992; Linear Probability Model Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.110* (0.046) Incremental Effect of HS Athletics for Income Below Poverty Line 0.116 (0.039) Incremental Effect of HSAthletics for Single-Parent Household 0.112*** (0.022) Incremental Effect of HS BE/FEAthletics for Blacks 0.100* (0.047) Incremental Effect of HS BB/FBAthletics for Income Below Poverty Line 0.107* (0.043) Incremental Effect of HS BB/FBAthletics for Single-Parent Household 0.123** * (0.024) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p

- 5 - TABLEN1.2A: High School Graduation Dependent Variable: High School Diploma or GED Received by 1992; Linear Probability Model Sex: Female (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete QQ43*** (0.007) [0.029, 0.057]

High School Sophomore BBVarsity Athlete QQ39*** (0.011) [0.018, 0.060]

High School Sophomore Non BBVarsity Athlete 0.045*** (0.007) [0.030, 0.0591

Single-Parent Household -0.007 -0.005 -0.005 (0.010) (0.010) (0.010) [-0.027, 0.013] [-0.026, 0.015] [-0.026, 0.015]

Family Income ($1OK) -0.001 -0.002 -0.002 (0.001) (0.001) (0.001) [-0.003, 0.001] [-0.004, 0.000] [-0.004, 0.000]

Family Income Below Poverty Line 0.041* 0.040* (0.018) (0.018) (0.018) [-0.076 , -0.006] [-0.075, -0.005] [-0.075, -0.0041

Number of Siblings 0.006* 0.007* 0.007* (0.003) (0.003) (0.003) [-0.012, -0.001] [-0.012, -0.001] [-0.012, -0.001]

Father Education 0.004* 0.004* QQQ4* (0.002) (0.002) (0.002) [0.001, 0.007] [0.000, 0.007] [0.000, 0.007]

Mother Education 0.003 0.002 0.002 (0.002) (0.002) (0.002) [-0.000, 0.007] [-0.001, 0.006] [-0.001, 0.006]

Urban Location -0.003 -0.001 -0.001 (0.009) (0.009) (0.009) [-0.021, 0.015] [-0.019, 0.017] [-0.019, 0.017]

Cognitive Ability (Z-Score) 0.044*** o.043*** (0.005) (0.005) (0.005) [0.034, 0.053] [0.033, 0.052] [0.033, 0.052]

- 6 - TABLEN1.2A: High School Graduation Dependent Variable: High School Diploma or GED Received by 1992; Linear Probability Model Sex: Female (1) (2) (3) VARIABLES

Locus of Control 0.034*** 0.032*** 0.032*** (0.009) (0.009) (0.009) [0.016 , 0.0521 [0.014, 0.0501 [0.014, 0.0501

Self Concept -0.005 -0.008 -0.007 (0.008) (0.008) (0.008) [-0.021, 0.011] [-0.024, 0.009] [-0.024, 0.009]

Non-Cognitive Ability (EXTERNAL) 0.145*** 0.141*** 0.141*** (0.021) (0.021) (0.021) [0.105, 0.186] [0.100, 0.182] [0.101, 0.182]

Black - not Hispanic -0.003 0.000 0.000 (0.018) (0.018) (0.018) [-0.038, 0.032] [-0.035, 0.035] [-0.035, 0.035]

American Indian or Alaska Native -0.101 -0.105 -0.104 (0.064) (0.064) (0.064) [-0.225, 0.024] [-0.230, 0.021] [-0.229, 0.021]

Asian or Pacific Islander 0.007 0.011 0.011 (0.010) (0.010) (0.011) [-0.013, 0.027] [-0.010 , 0.031] [-0.010, 0.031]

Hispanic or Latino 0.005 0.007 0.007 (0.015) (0.015) (0.015) [-0.024, 0.034] [-0.022, 0.036] [-0.022, 0.035]

Constant 0.304** * 0.317** * 0.317*** (0.085) (0.085) (0.085) [0.137, 0.471] [0.151, 0.484] [0.151 , 0.484]

Observations 3,970 3,970 3,970 Adjusted R-squared 0.116 0.122 0.122 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.Ol, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 7 - TABLEN1.2B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 1992; Linear Probability Model Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.041*** QQ43*** 0.034*** (0.007) (0.007) (0.008) [0.027, 0.056] (0.029, 0.057] [0.019 , 0.050]

HSSophomore Athlete * Black 0.020 (0.034) [-0.047, 0.087]

HSSophomore Athlete x Income Below Poverty Line 0.003 (0.034) [-0.063 , 0.069]

HSSophomore Athlete * Single-Parent Household 0.035 (0.018)

[-0.001 , 0.071]

High School Sophomore BBVarsity Athlete 0.038*** 0.039*** 0.024* (0.011) (0.010) (0.012)

[0.017, 0.059] [0.018, 0.059] [0.001 , 0.047]

High School Sophomore Non BBVarsity Athlete 0.043*** 0.044* 0.038*** (0.007) (0.007) (0.008) [0.028 , 0.057] [0.030, 0.058] [0.022, 0.053]

HSSophomore BBAthlete x Black 0.012 (0.053) [-0.092 , 0.116]

HSNon BBVarsity Athlete x Black 0.025 (0.036) [-0.046, 0.097]

HSSophomore BBAthlete x Income Below Poverty Line 0.004 (0.045) [-0.085, 0.093]

HS Non BBVarsity Athlete x Income Below Poverty Line 0.004 (0.041) [-0.076, 0.083]

HSSophomore BBAthlete x Single-Parent Household 0.061* (0.026) (0.010,0.112]

HS Non BBVarsity Athlete x Single-Parent Household 0.025 (0.019)

(-0.013 , 0.063]

Single-Parent Household -0.006 -0.005 -0.020 -0.005 -0.005 -0.020 (0.010) (0.010) (0.015) (0.010) (0.010) (0.015) [-0.026, 0.015] [-0.026, 0.015] (-0.050, 0.010] [-0.026, 0.015] (-0.026, 0.015] [-0.050, 0.010]

Family Income ($1OK( -0.002 -0.002 -0.002 -0.002 -0.002 -0.002 (0.001) (0.001) (0.001) (0.001) (0.001) (0.001) [-0.004, 0.000] [-0.004, 0.000] (-0.004, 0.000] [-0.004, 0.000] (-0.004, 0.000] [-0.004, 0.000]

Family Income Below Poverty Line 0.040* -0.041 0.039* Q39* -0.041 0.039* (0.018) (0.022) (0.018) (0.018) (0.022) (0.018) [-0.075 , -0.005] [-0.083 , 0.002] [-0.074, -0.004] [-0.074, -0.004] (-0.084, 0.002] [-0.074, -0.004]

Number of Siblings 0.007* 0.007* 0.006* 0.007* 0.007* 0.006* (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [-0.012 , -0.001] [-0.012, -0.001] [-0.012 , -0.001] [-0.012, -0.001] (-0.012, -0.001] (-0.012, -0.001]

- 8 - TABLEN1.2B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 1992; Linear Probability Model Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.004* 0.004* 0.004* 0.004* 0.004* 0.004* (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.000, 0.007] [0.000 0.007] [0.000, 0.007] [0.000, 0.007] [0.000, 0.007] [0.000 0.007]

Mother Education 0.002 0.002 0.002 0.002 0.002 0.002 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.001, 0.006] [-0.001, 0.006] [-0.001, 0.006] [-0.001, 0.006] [-0.001 , 0.006] [-0.001, 0.006]

Urban Location -0.001 -0.001 -0.001 -0.001 -0.001 -0.001 (0.009) )0.009) (0.009) (0.009) (0.009) (0.009) [-0.019 , 0.017] [-0.019, 0.017] [-0.018, 0.017] [-0.019 , 0.017] [-0.019 , 0.017] [-0.018, 0.017]

CognitiveAbility(Z-Score( 0.043*** 0.043*** 0.043*** 0.043*** 0.043*** 0.043*** (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [0.033 , 0.052] [0.033 , 0.052] [0.033 , 0.052] [0.033 , 0.052] [0.033 , 0.052] [0.033, 0.052]

Locus of Control 0.033*** o.032*** 0.032*** o.033*** o.o32* 0.033*** (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [0.015, 0.050] [0.014, 0.050] [0.014, 0.050] [0.015, 0.050] [0.014, 0.050] [0.015 , 0.051]

Self Concept -0.007 -0.007 -0.007 -0.007 -0.007 -0.008 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.023, 0.009] [-0.023, 0.009] [-0.023, 0.009] [-0.023, 0.009] [-0.023, 0.009] [-0.024, 0.008]

Non-Cognitive Ability (EXTERNAL) 0.141* 0.141*** 0.141*** 0.141*** 0.141*** 0.141*** (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [0.101,0.182] [0.100,0.182] [0.100,0.181] [0.101,0.182) [0.101,0.182] [0.100,0.181]

Black - not Hispanic -0.007 0.000 -0.001 -0.007 0.000 -0.002 (0.024) (0.018) (0.018) (0.024) (0.018) (0.018) [-0.053, 0.040] [-0.035 , 0.035] [-0.036, 0.034] [-0.053, 0.039] [-0.035, 0.035] [-0.037, 0.034]

American Indian or Alaska Native -0.104 -0.104 -0.104 -0.104 -0.104 -0.104 (0.064) (0.064) (0.064) (0.064) (0.064) (0.064) [-0.230, 0.021] [-0.230, 0.021] [-0.230, 0.021] [-0.229, 0.021] [-0.229, 0.021] [-0.229 , 0.020]

Asian or Pacific Islander 0.011 0.011 0.010 0.011 0.011 0.009 (0.010) (0.010) (0.010) (0.011) (0.011) (0.011) [-0.010, 0.031] [-0.010, 0.031] [-0.011 , 0.030] [-0.010 , 0.031] [-0.010, 0.031] [-0.012 , 0.030]

Hispanic or Latino 0.007 0.007 0.006 0.007 0.007 0.006 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.022, 0.035] [-0.022 , 0.036] [-0.023 , 0.035] [-0.022, 0.035] [-0.022, 0.036] [-0.023 , 0.035]

Constant 0.317*** 0.317*** 0.321*** 0.317* 0.317*** 0.321*** (0.085) (0.085) (0.085) (0.085) (0.085) (0.085) [0.151,0.483] [0.151,0.484) [0.155,0.487] [0.150, 0.4831 [0.151,0.464) [0.155,0.486]

Observations 3,970 3,970 3,970 3,970 3,970 3,970 Adjusted R-squared 0.122 0.122 0.123 0.122 0.122 0.123

- 9 - TABLEN1.2B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 1992; Linear Probability Model Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.062 (0.033) Incremental Effect of HSAthletics for Income Below Poverty Line 0.046 (0.033) Incremental Effect of HSAthletics for Single-Parent Household 0.069*** (0.016) Incremental Effect of HSBBAthletics for Blacks 0.050 (0.052) Incremental Effect of HSBBAthletics for Income Below Poverty Line 0.043 (0.044) Incremental Effect of HSBBAthletics for Single-Parent Household 0.085*** (0.023) Robust standard errors in parentheses. 95-percent confidence intervals in sqsare brackets. Number of observations is rounded to the nearest 10. *** p

- 10 - TABLEN2.1A: College Attendance Dependent Variable: Attended Any PSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.093*** (0.015) [0.063, 0.123]

High School Sophomore BB/FBVarsity Athlete 0.103*** (0.017) [0.070, 0.137]

High School Sophomore Non BB/FBVarsity Athlete 0.078*** (0.018) [0.043, 0.1141

Single-Parent Household 0.057** 0.054** Q354** (0.019) (0.019) (0.019) [-0.094, -0.0201 [-0.090, -0.017] [-0.090, -0.017]

Family Income ($1OK) QQQ7*** 0.006*** 0.006*** (0.002) (0.002) (0.002) [0.003, 0.011] [0.003, 0.010] [0.003, 0.010]

Family Income Below Poverty Line 0.066* -0.061 -0.062 (0.032) (0.032) (0.032) [-0.129, -0.003] [-0.123, 0.001] [-0.124, 0.001]

Number of Siblings -0.006 -0.006 -0.006 (0.005) (0.005) (0.005) [-0.017, 0.004] [-0.017, 0.004] [-0.017, 0.004]

Father Education 0.020*** 0.018*** 0.018*** (0.003) (0.003) (0.003) [0.013, 0.026] [0.012, 0.024] 10.012, 0.025]

Mother Education 0.014*** 0.013*** 0.013*** (0.003) (0.003) (0.003) [0.007, 0.021] [0.006, 0.020] [0.006, 0.020]

Urban Location 0.015 0.019 0.020 (0.017) (0.017) (0.017) [-0.017 , 0.048] [-0.013, 0.052] [-0.013, 0.052]

Cognitive Ability (Z-Score) 0.092*** 0.093*** QQ94*** (0.008) (0.008) (0.008) [0.077, 0.108] [0.078, 0.109] [0.078, 0.110]

- 11 - TABLEN2.1A: College Attendance Dependent Variable: Attended Any PSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating KS in 1992 (1) (2) (3) VARIABLES

Locus of Control 0.029 0.028 0.027 (0.015) (0.015) (0.015) [-0002, 0.059] [-0.003, 0.058] [-0.003, 0.057]

Self Concept 0.016 0.011 0.011 (0.014) (0.014) (0.014) [-0.011, 0.042] [-0.016, 0.038] [-0.016, 0.038]

Non-Cognitive Ability (EXTERNAL) 0.151’’ 0.146*** 0.147*** (0.025) (0.025) (0.025) [0.101, 0.200] [0.097, 0.195] [0.098, 0,196]

Black - not Hispanic 0.076* 0.071* 0.067* (0.034) (0.033) (0.033) [0.010, 0.142] [0.006, 0.136] [0.002, 0.132]

American Indian or Alaska Native -0.137 -0.139 -0.141 (0.096) (0.095) (0.095) [-0.325, 0.051] [-0.325, 0.046] [-0.328, 0.046]

Asian or Pacific Islander 0.077** 0.082** 0.084** (0.028) (0.028) (0.028) [0.023, 0.132] [0.027, 0.137] [0.029, 0.139]

Hispanic or Latino 0.092*** 0.085** 0.087** (0.026) (0.026) (0.026) [0.040, 0.143] [0.034, 0.137] [0.035 , 0.138]

Constant 0.346*** 0.354*** 0.362*** (0.105) (0.104) (0.104) [-0.551, -0.141] [-0.558, -0.151] [-0.565 , -0.159]

Observations 3,250 3,250 3,250 Adjusted R-squared 0.185 0.195 0.195 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 12 - TABII N2.1B: College Attendance Dependent Variable: Attended Any PSEInstitution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.088*** 0.089*** 0.098*** (0.016) (0.016) (0.017) [0.057, 0.119] [0.058, 0.120] [0.065, 0.132]

HSSophomore Athlete a Black 0.084 (0.067) [-0.047, 0.216]

HSSophomore Athlete a Income Below Poverty Line 0.042 (0.058) [-0.072, 0.156]

HSSophomore Athlete a Single-Parent Household -0.021 (0.037) [-0.095 , 0.052]

High School Sophomore BB/FBVarsity Athlete 0.097*** 0.096*** 0.109*** (0.018) (0.018) (0.019) [0.062 0.131] [0.061 , 0.130] [0.072 , 0.146]

High School Sophomore Non BB/FBVarsity Athlete 0.076*** 0.079*** 0.083*** (0.018) (0.019) (0.020) [0.040,0.112] [0.043,0.116] [0.044, 0.122]

HSSophomore BB/FBAthlete x Black 0.091 (0.069) [-0.044, 0.227]

HSNon BB/FBVarsity Athlete x Black 0.008 (0.116) [-0.219, 0.234]

HSSophomore BB/FBAthlete a Income Below Poverty Line 0.076 (0.063) [-0.047, 0.199]

HSNon BB/FBVarsity Athlete a Income Below Poverty Line -0.052 (0.087) [-0.223, 0.120]

HSSophomore BB/FBAthlete x Single-Parent Household -0.022 (0.042) [-0.104, 0.060]

HS Non BB/FBVarsity Athlete a Single-Parent Household -0.023 (0.046) [-0.112, 0.067]

Single-Parent Household 0.054** 0.054** -0.041 0.054** 0.054** -0.040 (0.019) (0.019) (0.030) (0.019) (0.019) (0.030) [-0.091,-0.018] [-0.090-0.017] [-0.100,0.018] ]-0.091,-0.018] [-0.090,-0.017] [-0.100,0.019]

Family Income ($1OK) 0.006*** 0.006*** 0.006**a 0.006*** 0.006*** 0.006*** (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.003 , 0.010] [0.003, 0.010] [0.003, 0.010] [0.003, 0.010] [0.003, 0.010] [0.003, 0.010]

Family Income Below Poverty Line -0.062 -0.083 -0.062 -0.062 -0.082 -0.062 (0.032) (0.044) (0.032) (0.032) (0.044) (0.032) [-0.124, 0.001] [-0.169,0.003] [-0.124, 0.001] [-0.124, 0.000] [-0.168,0.004] [-0.124, 0.000]

Number of Siblings -0.006 -0.006 -0.006 -0.006 -0.006 -0.006 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.016, 0.004] [-0.016, 0.004] [-0.017, 0.004] [-0.016, 0.004] [-0.016, 0.004] [-0.017, 0.004]

- 13 - TABLEN2.1B: College Attendance Dependent Variable: Attended Any PSEInstitution by 1994; linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.018*** 0.018*** 0.018” 0.018* 0.018 0.018*** (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.012 , 0.024) [0.012 0.024) [0.012, 0.024] [0.012 0.025) [0.012 , 0.025) [0.012, 0.025]

Mother Education 0.013*** 0.013*** 0.013*** 0.013*** 0.013*** 0.013*** (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.006, 0.020] [0.006, 0.020) [0.006, 0.020] [0.006 , 0.020] [0.006, 0.020] [0.006, 0.020]

Urban Location 0.019 0.019 0.019 0.020 0.020 0.020 (0.017) (0.017) (0.017) (0.017) (0.017) (0.017) [-0.014, 0.051] [-0.013, 0.052] [-0.014, 0.051] [-0.013, 0.052] [-0.012, 0.053] [-0.013 , 0.052]

Cognitive Ability )Z-Score) 0.093*** 0.093*** 0.093*** 0.094*** 0.094*** 0.094*** (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [0.078,0.109] [0.073,0.109] [0.078,0.109] [0.078,0.110] [0.078,0.110] [0.078,0.110]

Locus of Control 0.027 0.028 0.027 0.027 0.028 0.027 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.003 , 0.058] [-0.003, 0.058] [-0.003 , 0.057] [-0.003 , 0.058] [-0.002, 0.058] [-0.003 , 0.057]

Self Concept 0.011 0.011 0.011 0.011 0.011 0.011 (0.014) (0.014) (0.014) (0.014) (0.014) (0.014)

[-0.015, 0.038] [-0.016 , 0.038] [-0.016, 0.038] [-0.016, 0.038] [-0.016, 0.037] [-0.015, 0.038]

Non-Cognitive Ability (EXTERNAL) 0.147*** 0.147*** 0.146* 0.147 0.147*** 0.148* (0.025) (0.025) (0.025) (0.025) (0.025) (0.025)

[0.098 , 0.195] [0.097, 0.196] [0.097, 0.195] [0.098, 0.196] [0.098, 0.196] [0.099, 0.197]

Black - not Hispanic 0.016 0.069* 0.072* 0.017 0.064 0.068 (0.056) (0.033) (0.033) (0.056) (0.033) (0.034) [-0.093,0.126] [0.004,0.135] [0.006,0.137] [-0.093,0.127] [-0.001,0.129] [0.002,0.134]

American Indian or Alaska Native -0.139 -0.142 -0.140 -0.141 -0.150 -0.141 (0.095) (0.095) (0.094) (0.095) (0.095) (0.095) [-0.325, 0.046] [-0.327, 0.043] [-0.325 , 0.045] [-0.327, 0.046] [-0.337, 0.037] [-0.328, 0.045]

Asian or Pacific Islander 0082” 0.083** 0.082** 0.084” 0.086** 0.084** (0.028) (0.028) (0.028) (0.028) (0.028) (0.028) [0.027, 0.137] [0.028, 0.138] [0.027, 0.137] [0.029 , 0.139) [0.031, 0.141] [0.029, 0.139]

Hispanic or Latino 0.086** o.085** o.085** 0.087** o.088*** 0.087** (0.026) (0.026) (0.026) (0.026) (0.026) (0.026) [0.034, 0.137] [0.034, 0.137] [0.034, 0.137] [0.035 , 0.138] [0.036, 0.140] [0.035 , 0.138]

Constant 0.353* ..0353*** 0.359*** 0359* 0.3S9*** _0.367* (0.104) (0.104) (0.104) (0.104) (0.104) (0.104) [-0.556-0.149] [-0.557-0.150] [-0.563 ,-0.155] [-0.562-0.156] [-0.563 ,-0.155) [-0.572-0.163]

Observations 3,250 3250 3,250 3,250 3,250 3,250 Adjusted R-squared 0.195 0.195 0.194 0.195 0.195 0.194

- 14 - TABLEN2.1B: College Attendance Dependent Variable: Attended Any PSEInstitution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.172** (0.065) Incremental Effect of HSAthletics for Income Below Poverty Line 0.131* (0.056) Incremental Effect of HSAthletics for Single-Parent Household 0.077* (0.034) Incremental Effect of ff5 BB/FBAthletics for Blacks 0.188** (0.067) Incremental Effect of HSBB/FBAthletics for Income Below Poverty Line 0.172** (0.060) Incremental Effect of HSBB/FBAthletics for Single-Parent Household 0.086* (0.038) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. ** * p<0.001, p<0.01, p

- 15 - TABLEN2.2A: College Attendance Dependent Variable: Attended Any PSE Institution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.082*** (0.013) [0,056, 0.108]

High School Sophomore BBVarsity Athlete 0.098*** (0.019) [0.060, 0.136]

High School Sophomore Non BBVarsity Athlete 0.076*** (0.014) [0.048, 0.103]

Single-Parent Household -0.012 -0.010 -0.010 (0.016) (0.016) (0.016) [-0.045, 0.020] [-0.042, 0.022] [-0.042, 0.022]

Family Income ($1OK) 0.003 0.002 0.001 (0.002) (0.002) (0.002) [-0.000, 0.006] [-0.001, 0.005] [-0.002, 0.004]

Family Income Below Poverty Line 0.056* 0.O51* 0,052* (0.026) (0.026) (0.026) [-0.108, -0.004] [-0.103, -0.000] 1-0.104, -0.001]

Number of Siblings 0.014** 0.014** 0.014** (0.005) (0.005) (0.005) [-0.023, -0.004] [-0.023, -0.005] [-0.023, -0.005]

Father Education 0.014*** 0.013*** 0.014*** (0.003) (0.003) (0.003) [0.008, 0.020] [0.008, 0.019] [0.008, 0.019]

Mother Education 0.012*** 0.010’ 0.010’’ (0.003) (0.003) (0.003) [0.006, 0.018] [0.004, 0.016] [0.004, 0.016]

Urban Location 0.020 0.024 0.025 (0.015) (0.015) (0.015) [-0.009, 0.0481 [-0.005 , 0.052] [-0.004, 0.054]

Cognitive Ability (Z-Score) 0.106*** 0.104*** 0.105 (0.008) (0.008) (0.008) [0.091, 0.122] [0.089, 0.120] [0.089, 0.120]

- 16 - TABLEN2.2A: College Attendance Dependent Variable: Attended Any PSE Institution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

Locus of Control 0.039** 0.037** 0.037** (0.014) (0.014) (0.014) [0.011, 0.067] [0.009, 0.065] [0.009, 0.065]

Self Concept 0.012 0.008 0.007 (0.012) (0.012) (0.012) [-0.012, 0.036] [-0.016, 0.0311 [-0.016, 0.031]

Non-Cognitive Ability (EXTERNAL) 0.128*** 0.121*** 0.120*** (0.026) (0.026) (0.026) [0.078, 0.178] [0.071, 0.171] [0.070, 0.170]

Black - not Hispanic 3Q93*** 0.1Q0 0.099*** (0.026) (0.026) (0.026) [0.043, 0.144] [0.049, 0.151] [0.049 , 0.150]

American Indian or Alaska Native -0.142 -0.145 -0.145 (0.083) (0.083) (0.082) [-0.305, 0.021] [-0.307, 0.017] [-0.306, 0.017]

Asian or Pacific Islander 0.032 0.040 0.041 (0.024) (0.025) (0.024) [-0.016, 0.079] [-0.008, 0.088] [-0.007, 0.089]

Hispanic or Latino 0.069** O.074** 0.074** (0.023) (0.023) (0.023) [0.024, 0.114] [0.029, 0.118] [0.029 , 0.119]

Constant -0.075 -0.056 -0.054 (0.106) (0.106) (0.106) [-0.283, 0.134] [-0.264, 0.152] [-0.262, 0.154]

Observations 3,690 3,690 3,690 Adjusted R-squared 0.164 0.172 0.172 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 17 - TABLEN2.2B: College Attendance Dependent Variable: Attended Any PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.092” 0.079” 0.073” (0.014) (0.014) (0.015) [0.065, 0.118] [0.053, 0.106] [0.044, 0.102]

HSSophomore Athlete x Black -0.124 (0.051) [-0.224, -0.025]

HSSophomore Athletes Income Below Poverty Line 0.025 (0.051) [-0.074, 0.125]

HSSophomore Athlete x Single-Parent Household 0.034 (0.031) [-0.026, 0.094]

High School Sophomore BBVarsity Athlete 0.1025*5 0.101k” 0.090” (0.020) (0.020) (0.021) [0.063 , 0.142] [0.062, 0.139] [0.049, 0.132]

High School Sophomore Non BEVarsity Athlete 0.0885*5 0.072*** 0.067” (0.014) (0.014) (0.016) [0.060, 0.116] [0.044,0.100] [0.037 0.098]

HSSophomore BBAthlete s Black -0.029 (0.069) [-0.164, 0.106]

HS Non BBVarsity Athlete x Black (0.060) [-0.293 , -0.059]

HSSophomore BEAthlete x Income Below Poverty Line -0.028 (0.072) [-0.168,0.112]

HS Non BBVarsity Athlete x Income Below Poverty Line 0.056 (0.061) [-0.063, 0.175]

HSSophomore BEAthlete x Single-Parent Household 0.029 (0.047) [-0.064, 0.122]

HS Non BEVarsity Athlete x Single-Parent Household 0.035 (0.033) [-0.030, 0.100]

Single-Parent Household -0.008 -0.010 -0.025 -0.008 -0.010 -0.024 (0.016) (0.016) (0.023) (0.016) (0.016) (0.023) [-0.040, 0.024] [-0.042 , 0.022] [-0.069 , 0.020] [-0.040, 0.024] [-0.042, 0.022] [-0.069 , 0.021]

Family Income ($1OK) 0.001 0.002 0.002 0.001 0.001 0.002 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.002, 0.004] [-0.001 , 0.005] [-0.001 , 0.005] [-0.002, 0.0041 [-0.002, 0.0041 [-0.001, 0.005]

Family Income Below Poverty Line -0.051 -0.059 -0.051 -0.053 -0.059 -0.0S2 (0.026) (0.031) (0.026) (0.026) (0.031) (0.026) [-0.102,0.0001 [-0.120,0.002] [-0.102,0.000] [-0.104,-0.001[ [-0.120,0.002] [-0.103-0.000]

Number of Siblings .0.014*5 -0.014” .0.0145* -0.015 .0.014*5 -0.014” (0.005) (0.005) (0.005) (0.005) (0.005) (0.005)

[-0.024, -0.0051 [-0.023 , -0.005] [-0.023 , -0.005] [-0.024, -0.006] [-0.023, -0.005] [-0.023 , -0.005]

- 18 - TABLEN2.2B: College Attendance Dependent Variable: Attended Any PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating KSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.013* 0.014*** 0.014*** 0.013* 0.014*** 0.014*** (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.008, 0.019] [0.008 0.019] [0.008, 0.019] [0.008, 0.019] [0.008, 0.019] [0.008, 0.019]

Mother Education 0.010** 0.010’’ 0.010’ 0.010” 0.010” 0.010’ (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.004, 0.016] [0.004, 0.016] [0.004, 0.016] [0.004, 0.016] [0.004, 0.016] [0.004, 0.016]

Urban Location 0.024 0.024 0.024 0.025 0.025 0.025 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.005, 0.052] [-0.005, 0.053] [-0.005 , 0.053] [-0.004, 0.054] [-0.004, 0.054] [-0.004, 0.054]

Cognitive Ability (Z-Score( 0.104*** 0.104*** 0.104” 0.105” 0.104*** 0.105 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [0.089 , 0.119] [0.089, 0.120] [0.089, 0.120] [0.089, 0.120] [0.089 , 0.120] [0.089, 0.120]

Locus of Control 0.036* 0.037** 0.037” 0.037** QQ37** 0.037** (0.014) (0.014) (0.014) (0.014) (0.014) (0.014)

[0.008, 0.064] [0.009 , 0.0651 [0.009 , 0.065] [0.009 , 0.064] [0.009 , 0.065] [0.009 , 0.065]

Self Concept 0.007 0.008 0.008 0.007 0.008 0.008 (0.012) (0.012) (0.012) (0.012) (0.012) (0.012) [-0.016,0.031] [-0.016,0.031] [-0.016,0.031] [-0.017,0.030] [-0.016,0.031] [-0.016,0.031]

Non-Cognitive Ability (EXTERNAL) 0.119* 0.121*** 0.121* 0.118” 0.120” 0.120* (0.026) (0.026) (0.026) (0.026) (0.026) (0.026) [0.069,0.169] [0.071,0.171] [0.071,0.171] [0.06.8, 0.168] [0.070,0.170] [0.070,0.170]

Black - not Hispanic 0.146* 0.099” 0.099” 0.146*** 0.099*** 0.098” (0.032) (0.026) (0.026) (0.032) (0.026) (0.026) [0.083, 0.208] [0.048, 0.150] [0.048, 0.149] [0.084, 0.208] [0.048, 0.149] [0.047, 0.149]

American Indian or Alaska Native -0.145 -0.143 -0.145 -0.145 -0.144 -0.145 (0.083) (0.083) (0.083) (0.083) (0.082) (0.083) [-0.307, 0.017] [-0.303, 0.019] [-0.308, 0.018] [-0.307, 0.017] [-0.305 , 0.018] [-0.307, 0.018]

Asian or Pacific Islander 0.041 0.039 0.039 0.042 0.039 0.040 (0.025) (0.025) (0.025) (0.025) (0.024) (0.024) [-0.007, 0.089] [-0.009 , 0.088] [-0.009, 0.087] [-0.006, 0.090] [-0.009 , 0.087] [-0.008, 0.088]

HispanicorLatino 0.074** 0.073** 0.073” 0.075” 0.073” 0.073** (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [0.030,0.119] [0.029,0.118] [0.028,0.117] [0.030,0.120] [0.029,0.118] [0.028,0.118]

Constant -0.054 -0.055 -0.054 -0.047 -0.056 -0.052 (0.106) (0.106) (0.106) (0.106) (0.106) (0.106) [-0.261,0.154] [-0.263,0.1S2] [-0.261, 0.154] [-0.254,0.161] [-0.263,0.152] [-0.259, 0.156]

Observations 3,690 3,690 3,690 3,690 3,690 3,690 Adjusted R-squared 0.174 0.172 0.173 0.174 0.172 0.172

- 19 - TABLEN2.2B: College Attendance Dependent Variable: Attended Any PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.033 (0.049) Incremental Effect of HSAthletics for Income Below Poverty Line 0.105* (0.049) Incremental Effect of HSAthletics for Single-Parent Household 0.107*** (0.028) Incremental Effect of HSBBAthletics for Blacks 0.073 (0.066) Incremental Effect of HS BBAthletics for Income Below Poverty Line 0.073 (0.069) Incremental Effect of HS BBAthletics for Single-Parent Household 0.119** (0.043) Robust stasdard errors is parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. *** ** * p<0.001, p

- 20 - TABLEN2.3A: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.132*** (0.016) 10.101, 0.1621

High School Sophomore BB/FBVarsity Athlete 0.137*** (0.017) [0.103, 0.172]

High School Sophomore Non BB/FBVarsity Athlete 0.123*** (0.019) [0.085, 0.161]

Single-Parent Household 0,054** 0.049** 0.049** (0.018) (0.018) (0.018) [-0.090, -0.0181 [-0.084, -0.0131 [-0.084, -0.013]

Family Income ($1OK) 0.013*** 0.012*** 0.012*** (0.002) (0,002) (0.002) [0.009, 0.017] [0.008, 0.0161 [0.008, 0.016]

Family Income Below Poverty Line -0.011 -0.004 -0.004 (0.028) (0.028) (0.028) [-0.066 , 0.044] [-0.059, 0.050] [-0.059 , 0.050]

Number of Siblings -0.008 -0.008 -0.008 (0.005) (0.005) (0.005) [-0.018, 0.003] [-0.018, 0.003] [-0.018, 0.003]

Father Education 0.026*** 0.023*** 0.024*** (0.004) (0.004) (0.004) [0.018, 0.033] [0.016, 0.031] [0.016, 0.031]

Mother Education 0.017*** 0.016*** 0.016*** (0.004) (0.004) (0.004) [0.009, 0.025] [0.008, 0.024] [0.008, 0.024]

Urban Location 0.034 0.039* 0.040* (0.018) (0.018) (0.018) [-0.001, 0.069] [0.004, 0.074] [0.005, 0.075]

Cognitive Ability (Z-Score) 0.151 0.153*** 0.153*** (0.008) (0.008) (0.008) [0.135, 0.167] [0.137, 0.168] [0.137, 0.169]

- 21 - TABLEN2.3A: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

Locus of Control 0.041** 0.040* 0.039* (0.016) (0.015) (0.015) [0.010, 0.0721 [0.009, 0.070] [0.009, 0.069]

Self Concept 0.008 0.002 0.002 (0.014) (0.014) (0.014) [-0.019, 0.036] [-0.026, 0.029] [-0.026, 0.029]

Non-Cognitive Ability (EXTERNAL) 0.154*** 0.147*** 0.148*** (0.021) (0.021) (0.021) [0.113, 0.194] [0.107, 0.188] [0.108, 0.189]

Black - not Hispanic 0.173*** 0.166*** 0.164*** (0.035) (0.035) (0.035) [0.104, 0.243] [0.097, 0.235] [0.095, 0.233]

American Indian or Alaska Native -0.073 -0.076 -0.077 (0.084) (0.082) (0.082) [-0.236, 0.091] [-0.237, 0.085] [-0.238, 0.084]

Asian or Pacific Islander 0.010 0.017 0.019 (0.034) (0.033) (0.033) [-0.055, 0.076] [-0.048, 0.083] [-0.047, 0.084]

Hispanic or Latino 0.019 0.010 0.011 (0.026) (0.026) (0.026) [-0.033 , 0.070] [-0.041, 0.061] [-0.041, 0.062]

Constant 0.759*** 0771*** 0775*** (0.090) (0.089) (0.089) [-0.936, -0.582] [-0.946, -0.596] [-0.951, -0.600]

Observations 3,250 3,250 3,250 Adjusted R-squared 0.284 0.299 0.299 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 22 - TABLEN2.3B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.134*** 0.135*** 0.137*** (0.016) (0.016) (0.018) [0.103,0.166] [0.103,0.168] [0.102,0.172]

HSSophomore Athlete a Black -0.043 (0.069) [-0.177, 0.092]

HSSophomore Athlete * Income Below Poverty Line -0.039 (0.050) [-0.137, 0.060]

HSSophomore Athlete x Single-Parent Household -0.022 (0.036) [-0.093, 0.046]

High School Sophomore BB/FBVarsity Athlete 0.139*** 0.139*** 0.144* (0.018) (0.018) (0.020) [0.104, 0.174] [0.103, 0.175] [0.105 , 0.183]

High School Sophomore Non BE/FEVarsity Athlete 0.128*** 0.130** 0.127*** (0.020) (0.020) (0.022) [0.089, 0.166] [0.091, 0.170] [0.084, 0.169]

HSSophomore BB/FBAthlete a Black -0.027 (0.071) [-0.167,0.112]

HS Non BB/FBVarsity Athlete a Black -0.151 (0.123) [-0.393 , 0.090]

HSSophomore BB/FBAthlete * Income Below Poverty Line -0.008 (0.056) [-0.119, 0.102]

HSNon BB/FBVarsity Athlete x Income Below Poverty Line -0.120 (0.074) [-0.265, 0.025]

HSSophomore BB/FBAthlete x Single-Parent Household -0.028 (0.041) [-0.107, 0.051]

HS Non BB/FBVarsity Athlete a Single-Parent Household -0.014 (0.046) [-0.105 , 0.076]

Single-Parent Household 0.049** 0.049** -0.036 0.049** 0049** 0036 (0.018) (0.018) (0.027) (0.018) (0.018) (0.027) [-0.084, -0.013] [-0.084, -0.013] 1-0.090, 0.018] [-0.085 , -0.013] [-0.085 , -0.014] [-0.089 , 0.018]

Family Income ($1OK( 0.012*** 0.012*** 0.012*** 0.012*5* 0.012*** 0.012*** (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.008, 0.016] [0.008, 0.016] [0.008, 0.016] [0.008, 0.016] [0.008, 0.016] [0.008, 0.016]

Family Income Below Poverty Line -0.004 0.016 -0.005 -0.004 0.017 -0.005 (0.028) (0.036) (0.028) (0.028) (0.036) (0.028) [-0.059, 0.051] [-0.054, 0.086] [-0.059 , 0.050] [-0.059, 0.051] [-0.053, 0.086] [-0.060, 0.050]

Number of Siblings -0.008 -0.008 -0.008 -0.008 -0.008 -0.008 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.018, 0.003] [-0.018, 0.003] [-0.018, 0.003] [-0.018, 0.003] [-0.018, 0.003] [-0.018, 0.003]

- 23 - TABLEN2.3B: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.023*** 0.023*** 0.023* 0.024*** 0.024*** 0.024*** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.016,0.031] [0.016 0.031] [0.016,0.031] [0.016,0.031) [0.016,0.031] [0.016,0.031]

Mother Education 0.016*** 0.016*** 0.016*** 0.016 0.016*** 0.016*** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.008, 0.024] [0.008, 0.024] [0.008, 0.024] [0.008, 0.024) [0.008, 0.024] [0.008, 0.024]

Urban Location 0.040* 0.039* 0.039* 0.040* QØ4Q* 0.040* (0.018) (0.018) (0.018) (0.018) (0.018) (0.018) [0.005, 0.075] [0.004, 0.074] [0.004, 0.074] [0.005 , 0.075] [0.005 , 0.075] [0.005, 0.075]

Cognitive Ability (Z-Score) 0.152*** 0.153*** 0.152*** 0.153*** 0.153*** 0.153*** (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [0.137, 0.168] [0.137,0.169] [0.137, 0.168] [0.137, 0.169] [0.137,0.169] [0.137,0.169]

Locus of Control 0.040* 0.039* 0.039* 0.040** o.o4O 0.039* (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [0.009 , 0.070] [0.009 , 0.070] [0.009, 0.069] [0.010, 0.070] [0.010, 0.071] [0.009, 0.069]

Self Concept 0.001 0.001 0.002 0.001 0.001 0.002 (0.014) (0.014) (0.014) (0.014) (0.014) (0.014) [-0.026, 0.029) [-0.026, 0.029] [-0.026, 0.029] [-0.027, 0.029] [-0.027, 0.029] [-0.026, 0.029]

Non-CognitiveAbility(EXTERNAL( 0.147*** 0.147*** 0.148* 0.148*** 0.147*** 0.148* (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [0.107,0.188] [0.107,0.188) [0.107,0.188] [0.107,0.188] [0.107,0.188] [0.108,0.189]

Black - not Hispanic 0.193*** o.167*** o.167* 0.194*** o.163**, o.165 (0.054) (0.035) (0.035) (0.054) (0.035) (0.035) [0.087, 0.300] [0.098, 0.236] [0.098, 0.236] [0.087, 0.300] [0.094, 0.233] [0.096, 0.235]

American Indian orAlaska Native -0.076 -0.074 -0.076 -0.077 -0.080 -0.077 (0.082) (0.082) (0.082) (0.082) (0.083) (0.082) [-0.237, 0.085] (-0.235 , 0.088] [-0.237, 0.085] [-0.238, 0.085] [-0.243, 0.082] [-0.238, 0.085]

Asian or Pacific Islander 0.017 0.017 0.017 0.018 0.019 0.019 (0.033) (0.033) (0.033) (0.033) (0.033) (0.033) [-0.048, 0.083] [-0.049 , 0.082] [-0.049 , 0.083] [-0.047, 0.0841 [-0.047, 0.084] [-0.047, 0.084]

Hispanic or Latino 0.010 0.010 0.010 0.010 0.011 0.011 (0.026) (0.026) (0.026) (0.026) (0.026) (0.026) [-0.041, 0.061] [-0.042, 0.061] [-0.041, 0.061] [-0.041 , 0.061] [-0.040, 0.062] [-0.040, 0.062]

Constant 0.772*** 0.772*** 0.776*** Q775*** 0.775*** 0.780*** (0.089) (0.089) (0.089) (0.089) (0.089) (0.089)

[-0.946, -0.597] [-0.946, -0.597] [-0.950, -0.601] [-0.950, -0.6001 [-0.950 , -0.599] [-0.955 , -0.605]

Observations 3,250 3,250 3,250 3,250 3,250 3,250 Adjusted R-squared 0.299 0.299 0.299 0.299 0.299 0.299

- 24 - TABLEN2.3B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.092 (0.067) Incremental Effect of HSAthletics for Income Below Poverty Line 0.097* (0.048) Incremental Effect of HSAthletics for Single-Parent Household 0.115*** (0.032) Incremental Effect of HS BB/FBAthletics for Blacks 0.112 (0.069) Incremental Effect of HS BB/FBAthletics for Income Below Poverty Line 0.130 (0.053) Incremental Effect of HS BB/FBAthletics for Single-Parent Household 0.116** (0.036) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 25 - TABLEN2.4A: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.091*** (0.015)

[0.063 , 0.120]

High School Sophomore BBVarsity Athlete 0.088*** (0.022) [0.044, 0.131]

High School Sophomore Non BBVarsity Athlete 0.093*** (0.016) [0.062, 0. 1231

Single-Parent Household 0.051** 0.048** 0.048** (0.017) (0.017) (0.017) [-0.084, -0.018] [-0.081, -0.015] [-0.081, -0.015]

Family Income ($1OK) 0.009*** 0.008*** 0.008*** (0.002) (0.002) (0.002) [0.006, 0.013] [0.004, 0.012] [0.004, 0.012]

Family Income Below Poverty Line 0.019 0.024 0.024 (0.024) (0.024) (0.024)

[-0.029, 0.066] [-0.023 , 0.070] [-0.023, 0.070]

Number of Siblings 0.010* 0.010I -0.010” (0.005) (0.005) (0.005) [-0.019, -0.000] [-0.020, -0.001] [-0.020, -0.001]

Father Education 0.020*** 0.020*** 0.020*** (0.003) (0.003) (0.003) [0.014, 0.027] [0.013, 0.027] [0.013, 0.027]

Mother Education 0.019”’”” 0.017*** 0.017*** (0.004) (0.004) (0.004)

[0.011, 0,026] [0.009 , 0.024] [0.009, 0.024]

Urban Location 0.040* 0.045** Q344** (0.016) (0.016) (0.016) [0.008, 0.072] (0.013, 0.076] [0.012, 0.076]

Cognitive Ability (Z-Score) 0.194*** 0.192*** 0.192*** (0.008) (0.008) (0.008) (0.178, 0.211] [0.176, 0.209] [0.176, 0.209]

- 26 - TABLEN2.4A: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

Locus of Control 0.030* 0.028 0.028 (0.015) (0.015) (0.015) [0.001, 0.060] [-0.001, 0.057] [-0.001, 0.058]

Self Concept 0.031* 0.026* 0.027* (0.013) (0.013) (0.013) [0.006, 0.057] [0.001, 0.052] [0.001 , 0.052]

Non-Cognitive Ability (EXTERNAL) 0.169*** 0.161*** 0.162*** (0.023) (0.023) (0.023) [0.124, 0.215] [0.116, 0.207] [0.116, 0.207]

Black - not Hispanic 0.146*** 0.154*** 0.154*** (0.027) (0.027) (0.027) [0.093, 0.200] [0.100, 0.207] [0.100, 0.208]

American Indian or Alaska Native -0.089 -0.092 -0.092 (0.065) (0.067) (0.067) [-0.217, 0.039] [-0.223, 0.039] [-0.223, 0.039]

Asian or Pacific Islander 0.019 0.029 0.029 (0.030) (0.031) (0.031) [-0.040, 0.079] [-0.032, 0.089] [-0.032, 0.089]

Hispanic or Latino 0.029 0.034 0.034 (0.023) (0.023) (0.023) [-0.017, 0.074] [-0.012, 0.079] [-0.012, 0.079]

Constant 0.726*** Q7Q5*** 0.705*** (0.099) (0.099) (0.099) [-0.921, -0.531] [-0.898, -0.511] [-0.899, -0.512]

Observations 3,690 3,690 3,690 Adjusted R-squared 0.313 0.320 0.320 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 27 - TABLEN2.4B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.099*** 0.081*** 0.075*** (0.015) (0.015) (0.016) [0.069,0.128] [0.051,0.111] [0.042,0.107]

HSSophomore Athlete * Black -0.092 (0.053) [-0.197, 0.012]

HSSophomore Athlete a Income Below Poverty Line 0.102 (0.049) [0.005, 0.198]

HSSophomore Athlete x Single-Parent Household 0.066* (0.032) [0.003 , 0.130]

High School Sophomore BBVarsity Athlete 0.084* 0.09V” 0.071** (0.023) (0.024) (0.025) [0.039 0.1301 [0.044 0.137] [0.021, 0.121]

High School Sophomore Non BBVarsity Athlete 0.103* 0.077 0.076* (0.016) (0.016) (0.018) [0.071,0.135] [0.046,0.109] [0.041,0.111]

HSSophomore BBAthlete * Black 0.058 (0.077) [-0.092 0.209]

HS Non BBVarsity Athlete * Black .0.168** (0.060) [-0.286, -0.05 1]

HSSophomore BBAthlete * Income Below Poverty Line -0.051 (0.064) [-0.177, 0.076]

HS Non BBVarsity Athlete * Income Below Poverty Line 0.208* ** (0.081) [0.087, 0.328]

HSSophomore BBAthlete * Single-Parent Household 0.064 (0.050) [-0.034, 0.162]

HS Non BBVarsity Athlete * Single-Parent Household 0.068 (0.036)

[-0.003 , 0.138]

Single-Parent Household .0.047** .0.049** ..QQ77*** .0.048** .0.049** .0.077*** (0.017) (0.017) (0.022) (0.017) (0.017) (0.022) [-0.080 ,-0.014][-0.082, -0.016] [-0.119,-0.03S]]-0.080, -0.015] ]-0.081,-0.016]]-0.120, -0.035]

Family Income ($1OK) 0.008*** 0.008*** 0.008*** 0.008*** 0.008*** 0.008*** (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.004, 0.012] [0.004, 0.012] 10.005, 0.012] [0.004, 0.012] [0.004, 0.012] [0.005, 0.012]

Family Income Below Poverty Line 0.024 -0.008 0.025 0.023 -0.007 0.025 (0.024) (0.026) (0.024) (0.024) (0.026) (0.024)

[-0.023 , 0.070] [-0.059 , 0.044] [-0.022 , 0.071] [-0.023, 0.070] [-0.059, 0.0441 [-0.021, 0.072]

Number of Siblings .0.011* .0010* .0010* .0011* .0.010* .0.010* (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.020, -0.001] [-0.020, -0.001] [-0.020, -0.001] [-0.020, -0.001] [-0.020, -0.001] [-0.019, -0.001]

- 28 - TABLEN2.4B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 199Z (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.020*** 0.020*** 0.020*** 0.019*** 0.020*** 0.020*** (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.013, 0.027] [0.013, 0.027] [0.013 0.027] [0.013 , 0.026] [0.013 , 0.027] [0.013 , 0.027]

Mother Education 0.017*** 0.017*** 0.017* 0.017*** 0.017*** 0.017*** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.009, 0.024] [0.010, 0.024] [0.009 , 0.024] [0.009 , 0.024] [0.010, 0.024] [0.009, 0.024]

Urban Location 0.045** 0.046** 0.045** 0.045** 0.046** 0.045** (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [0.013, 0.077] [0.014, 0.078] [0.013 , 0.077] [0.012 , 0.077] [0.014, 0.078] [0.013 , 0.077]

Cognitive Ability (Z-Score) 0.192*** 0.192*** 0.192* 0.192*** 0.191*** 0.192*** (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [0.176, 0.208] [0.175 , 0.208] [0.176, 0.208] [0.176 , 0.209] [0.175 , 0.208] [0.176, 0.208]

Locus of Control 0.028 0.028 0.028 0.029 0.029 0.028 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.002, 0.057] [-0.001 , 0.057] [-0.001, 0.057] [-0.000, 0.058] [-0.000, 0.058] [-0.001, 0.057]

Self Concept 0.026* 0.027* 0.027 0.025* 0.027* 0.027* (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.001, 0.051] [0.002 , 0.052] [0.002, 0.052] [0.000, 0.050] [0.002, 0.052] [0.002, 0.052]

Non-Cognitive Ability (EXTERNAL) 0.160*** 0.161*** 0.162*** 0.1S9 0.161*** 0.162*** (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [0.115,0.206] [0.116,0.206] [0.116,0.2071 [0.114,0.204] [0.116,0.207] [0.116, 0.207J

Black - not Hispanic 0.188* 0.1S0* 0.151* 0.188 0.150* 0.151*** (0.034) (0.028) (0.027) (0.034) (0.028) (0.027) [0.122,0.254] [0.096, 0.204] [0.097,0.205] [0.122, 0.254] [0.096,0.204] [0.097,0.205]

American Indian or Alaska Native -0.092 -0.086 -0.092 -0.092 -0.086 -0.092 (0.067) (0.067) (0.068) (0.067) (0.067) (0.068)

[-0.223, 0.039] [-0.216, 0.045] [-0.225, 0.041] [-0.223 , 0.039] [-0.217, 0.045] [-0.225 , 0.040]

Asian or Pacific Islander 0.030 0.026 0.027 0.029 0.022 0.027 (0.031) (0.031) (0.031) (0.031) (0.031) (0.031)

[-0.031, 0.090] [-0.034, 0.086] [-0.034, 0.087] [-0.032 , 0.089] [-0.039 , 0.0821 [-0.034, 0.087]

Hispanic or Latino 0.034 0.032 0.032 0.034 0.031 0.032 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.011 , 0.079] [-0.013 , 0.078] [-0.013, 0.077] [-0.011 , 0.079] [-0.015, 0.076( [-0.014, 0.077]

Constant 0.703*** 0.703*** -0.700” 0.696*** 0.709*** 0.701*** (0.099) (0.099) (0.099) (0.099) (0.099) (0.099) [-0.897, -0.510] [-0.896, -0.509] [-0.894, -0.507] [-0,889 , -0.502] [-0.903, -0.515] [-0.894, -0.507]

Observations 3,690 3,690 3,690 3,690 3,690 3,690 Adjusted R-squared 0.321 0.321 0.321 0.321 0.322 0.320

- 29 - TABLEN2.4B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 1994; Linear Probability Model Sex: Female; conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.006 (0.051) Iscremestal Effect of HSAthletics for Income Below Poverty Line 0.133*** (0.047) Incremental Effect of HSAthletics for Single-Parent Household 0.141t** (0.029) Incremental Effect of HS BEAthletics for Blacks 0.143 (0.073) Incremental Effect of HS BEAthletics for Income Below Poverty Line 0.040 (0.060) Incremental Effect of HS BEAthletics for Single-Parent Household 0.135** (0.044) Robust standard errors in parentheses. 95-percent confidence intervals in sqsare brackets. Number of observations is rounded to the nearest 10. p.cO.001, pcO.01, * p<0.0S Respondents not identifying themselves as Asian or Awerican Indian or Black or Hispanic are the eecluded category. Source: NELS.

- 30 - TABLEN2.5A: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.055*** (0.014) [0.026, 0.083]

High School Sophomore BB/FBVarsity Athlete Q•Q59*** (0.016) [0.027, 0.091]

High School Sophomore Non BB/FBVarsity Athlete 0.048* (0.019) [0.011, 0.086]

Single-Parent Household -0.024 -0.022 -0.022 (0.016) (0.016) (0.016) [-0.056, 0.008] [-0.054, 0.010] [-0.054, 0.010]

Family Income ($1OK) 0.012*** 0.012*** 0.012*** (0.003) (0.003) (0.003) [0.007, 0.018] [0.007, 0.017] [0.007, 0.0171

Family Income Below Poverty Line 0.021 0.024 0.024 (0.023) (0.023) (0.023) [-0.023, 0.066] [-0.021, 0.069] [-0.021, 0.069]

Number of Siblings 0.001 0.001 0.001 (0.005) (0.005) (0.005) [-0.009, 0.010] [-0.009, 0.010] [-0.009 , 0.010]

Father Education 0.019*** 0.018*** 0.018*** (0.004) (0.004) (0.004) [0.012, 0.026] [0.011 , 0.025] [0.011 , 0.025]

Mother Education 0.012** 0.012** 0.012** (0.004) (0.004) (0,004) [0.004, 0.020] [0.004, 0.019] [0.004, 0.019]

Urban Location 0.061*** 0.064*** 0064*** (0.018) (0.018) (0.018) [0.025, 0.098] [0.028, 0.100] [0.028, 0.100]

Cognitive Ability (Z-Score) 0.098*** 0,098*** 0.099*** (0.008) (0.008) (0.008) [0.082,0.114] [0.082 ,0.114] [0.083,0.1151

- 31 - TABLEN2.5A: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

Locus of Control 0.017 0.017 0.016 (0.014) (0.014) (0.014) [-0.011, 0.045] [-0.011, 0.044] [-0.011, 0.044]

Self Concept 0.023 0.020 0.020 (0.013) (0.013) (0,013) [-0.003, 0.049] [-0.006, 0.046] [-0.006, 0.046]

Non-Cognitive Ability (EXTERNAL) 0.088*** 0.085*** 0.086*** (0.016) (0.016) (0.016) [0.057, 0.118] [0.055, 0.116] [0.055, 0.116]

Black - not Hispanic 0.097** QQ94** 0.092** (0.032) (0.033) (0.033) [0.033, 0.161] [0.030, 0.158] [0.028, 0.156]

American Indian or Alaska Native 0.010 0.009 0.008 (0.071) (0.071) (0.071) [-0.129, 0.149] [-0.131, 0.148] [-0.132, 0.147]

Asian or Pacific Islander 0.080* 0.083* 0.084* (0.036) (0.036) (0.036) [0.010, 0.150] [0.013, 0.153] [0.014, 0.154]

Hispanic or Latino 0.035 0.031 0.032 (0.023) (0.023) (0.023) [-0.010, 0.080] [-0.014, 0.076] [-0.013, 0.077]

Constant 0.595*** 0.600*** 0.604*** (0.077) (0.076) (0.076) [-0.745, -0.445] [-0.749, -0.451] [-0.753 , -0.454]

Observations 3,250 3,250 3,250 Adjusted R-squared 0.175 0.178 0.178 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.Ol, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 32 - TABLEN2.5B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.060w” 0.061*5* 0.046 (0.015) (0.016) (0.017) [0.031, 0.089] [0.031, 0.092] [0.013, 0.079]

HSSophomore Athlete x Black -0.087 (0.062) [-0.209, 0.036[

HSSophomore Athletes Income Below Poverty Line -0.067 (0.041) [-0.147, 0.013[

HSSophomore Athlete x Single-Parent Household 0.038 (0.032) [-0.024,0.100]

High School Sophomore BB/FBVarsity Athlete 0.063 0.067*** 0.050 (0.017) (0.017) (0.019) [0.030, 0.0961 [0.033, 0.102[ [0.013, 0.087]

High School Sophomore Non BB/FBVarsity Athlete 0.0555* 0.053W 0.040 (0.019) (0.020) (0.022) [0.018, 0.093[ [0.014, 0.0921 [0.002 , 0.082[

HSSophomore BB/FBAthlete x Black -0.066 (0.065) [-0.194, 0.061[

HSNon BB/FBVarsity Athlete * Black 0.218* (0.106) [-0.426, -0.010]

HSSophomore BB/FBAthlete * Income Below Poverty Line -0.080 (0.044) [-0.167, 0.006[

HSNon BB/FBVarsity Athlete * Income Below Poverty Line -0.039 (0.064) [-0.166, 0.087]

HI Sophomore BB/FBAthlete x Single-Parent Household 0.038 (0.036) [-0.032, 0.108[

HS Non BB/FBVarsity Athlete x Single-Parent Household 0.037 (0.044) [-0.048, 0.123[

Single-Parent Household -0.021 -0.022 0.044* -0.022 -0.022 -0.044 (0.016) (0.016) (0.023) (0.016) (0.016) (0.023) [-0.053, 0.011[ [-0.054, 0.010] [-0.089, -0.000[ [-0.054, 0.010] [-0.054, 0.010] [-0.089, 0.000)

Family Income )$1OK) 0.0125*5 0.012*** 0.012*** 0.012*** 0.012 0.012 (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) (0.007,0.017] [0.007, 0.017[ [0.007, 0.018[ [0.007, 0.017[ [0.007,0.0171 [0.007, 0.018)

Family Income Below Poverty Line 0.024 0.059* 0.025 0.024 0.060 0.025 (0.023) (0.030) (0.023) (0.023) (0.030) (0.023) [-0.020, 0.069] [0.000 , 0.118[ [-0.020, 0.070[ [-0.020, 0.069[ [0.001, 0.119[ [-0,020, 0.070]

Number of Siblings 0.000 0.000 0.001 0.000 0.000 0.001 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.009, 0.010] [-0.009, 0.010] [-0.009 , 0.010] [-0.009, 0.010] [-0.009, 0.010] [-0.009, 0.010]

- 33 - TABLEN2.5B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.018*** 0.018*** 0.018* 0.018*** 0.018*** 0.018*** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.011, 0.025] [0.011 , 0.025] [0.011, 0.025] 10.011, 0.025] [0.011 , 0.025] [0.011, 0.025]

Mother Education 0.012** 0.012** 0.012” 0.012** 0.012** 0.012** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.004, 0.019] [0.004, 0.019] [0.004, 0.019] [0.004, 0.019] [0.004, 0.019] [0.004, 0.019]

Urban Location 0.064*** 0.063* 0.064*** 0.065*** 0.063*** 0.064*** (0.018) (0.018) (0.018) (0.018) (0.018) (0.018) [0.028, 0.100] [0.027, 0.099] [0.028, 0.100] [0.029, 0.101] [0.027, 0.100] [0.028, 0.101]

Cognitive Ability (Z-Score) 0.098*** 0.099*** 0.099* 0.098* 0.099*** 0.099*** (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [0.082,0.114] [0.083,0.115] [0.082,0.1151 [0.082,0.114] [0.083,0.115] [0.083,0.115]

Locus of Control 0.017 0.016 0.017 0.017 0.016 0.017 (0.014) (0.014) (0.014) (0.014) (0.014) (0.014) [-0.011 , 0.044] [-0.011 , 0.044] [-0.011, 0.045] [-0.011, 0.045] [-0.012, 0.043] [-0.011, 0.044]

Self Concept 0.020 0.020 0.020 0.019 0.020 0.020 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.006, 0.046] [-0.006, 0.046) [-0.006, 0.046) [-0.007, 0.045] [-0.006, 0.046] 1-0.006, 0.046]

Non-Cognitive Ability (EXTERNAL) 0.085*** 0.085*** 0.085* 0.085*** 0.085” 0.085*** (0.015) (0.016) (0.016) (0.016) (0.016) (0.016) [0.055, 0.113] [0.034, 0.115] [0.054, 0.115] [0.055, 0.115] [0.055, 0.116] [0.055 , 0.116]

Black - not Hispanic 0.150 0.096 0.093** 0.150” 0.095” 0.091” (0.049) (0.033) (0.033) (0.049) (0.033) (0.033) [0.054, 0.246] [0.032 , 0.160] [0.029, 0.156] [0.054, 0.247] [0.031, 0.159] [0.027, 0.155]

American Indian or Alaska Native 0.008 0.012 0.009 0.008 0.014 0.008 (0.071) (0.071) (0.071) (0.071) (0.071) (0.071) [-0.131,0.148] [-0.126,0.151] [-0.131,0.149] [-0.132, 0.148] [-0.125,0.153] [-0.132, 0.148]

Asian or Pacific Islander 0.083* 0.082* 0.083* 0.084* 0.082* 0.084* (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [0.013,0.153] [0.012,0.152] [0.013,0.153] [0.013,0.154] [0.012,0.152) [0.014,0.154]

Hispanic or Latino 0.031 0.031 0.031 0.031 0.031 0.031 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.014, 0.076] [-0.014, 0.076] [-0.014, 0.076] [-0.014, 0.077] [-0.014, 0.076] [-0.014, 0.077]

Constant 0.602*** 0.602* 0.591*** 0.604* .0.606*** 0.595* (0.076) (0.076) (0.076) (0.076) (0.076) (0.076)

[-0.750 , -0.453] [-0.750, -0.453] [-0.741 , -0.442] [-0.753 , -0.455] [-0.755 , -0.457] [-0.745 , -0.445]

Observations 3,250 3,250 3,250 3,250 3,2512 3,250 Adjusted R-squared 0.178 0.178 0.178 0.178 0.178 0.177

- 34 - TABLEN2.5B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 1994; Unear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.027 (0.061) Incremental Effect of HSAthletics for income Below Poverty Line -0.006 (0.038) Incremental Effect of HSAthletics for Single-Parent Household 0.084** (0.027) Incremental Effect of HSBBJFBAthletics for Blacks -0.003 (0.063) Incremental Effect of HSBB/FBAthletics for Income Below Poverty Line -0.013 (0.041) Incremental Effect of HS BB/FBAthletics for Single-Parent Household 0.088** (0.030) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p

- 35 - TABLEN2.6A: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSE Institution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.038** (0.014) [0.011, 0,065]

High School Sophomore BBVarsity Athlete 0.021 (0.021) [-0.021, 0.0631

High School Sophomore Non BBVarsity Athlete 0.044** (0.015) [0.014, 0.0741

Single-Parent Household -0.011 -0.010 -0.010 (0.015) (0.015) (0.015) [-0.041, 0.019] [-0.040, 0.020] [-0.040, 0.0201

Family Income ($1OK) 0.011’’ 0.011” 0.011” (0.003) (0.003) (0.003) [0.006, 0.0161 [0.006, 0.0161 [0.006, 0.016]

Family Income Below Poverty Line 0.010 0.012 0.013 (0.020) (0.020) (0.020) [-0.029, 0.048] [-0.026, 0.050] [-0.026, 0.051]

Number of Siblings -0.001 -0.001 -0.001 (0.004) (0.004) (0.004) [-0.010, 0.008] [-0.010, 0.007] [-0.010, 0.008]

Father Education 0.014*** 0.013*** 0,013*** (0.004) (0.004) (0.004) [0.007, 0.021] [0.007, 0.020] [0.006, 0.020]

Mother Education 0.011’ 0.010’’ 0.010”” (0.004) (0.004) (0.004) [0.004, 0.018] [0.003, 0.018] [0.003 , 0.018]

Urban Location 0.060*** o.062*** 0,061*** (0.017) (0.017) (0.017) [0.027, 0.094] [0.029, 0.096] [0.027, 0.095]

Cognitive Ability (Z-Score) 0.114*** 0.113*** 0.113*** (0.009) (0.009) (0.009) [0.098, 0.131] [0.097, 0.130] [0.096, 0.130]

- 36 - TABLEN2.6A: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSE Institution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

Locus of Control 0.006 0.005 0.006 (0.014) (0.014) (0.014) [-0.020, 0,033] [-0.021, 0.032] [-0.021, 0.032]

Self Concept 0.030* 0.028* 0.028* (0.012) (0.012) (0.012) [0.006, 0.055] [0.004, 0.053] [0.004, 0.053]

Non-Cognitive Ability (EXTERNAL) 0.070*** 0.066*** 0.067*** (0.019) (0.019) (0.019) [0.032, 0.108] [0.029, 0.104] [0.029, 0.105]

Black - not Hispanic 0.093*** 0.096*** 0.097*** (0.026) (0.026) (0.026) [0.041, 0.145] [0.044, 0.148] [0.045, 0.148]

American Indian or Alaska Native 0.051 0.050 0.050 (0.068) (0.069) (0.068)

[-0.082 , 0.184] [-0.085 , 0.1841 [-0.084, 0.184]

Asian or Pacific Islander 0.147*** 0.151*** 0.150’ (0.035) (0.035) (0.035) [0.079, 0.216] [0.083, 0.220] [0.082, 0.219]

Hispanic or Latino 0.053* 0.055** 0.054** (0.021) (0.021) (0.021) [0.012, 0.094] [0.014, 0.096] [0.013, 0.095]

Constant 0.434*** 0.425*** 0.427*** (0.086) (0.086) (0.086) [-0.603, -0.265] [-0.594, -0.256] [-0.596, -0.258]

Observations 3,690 3,690 3,690 Adjusted R-squared 0.173 0.175 0.175 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * 5p<0.0 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 37 - TABLEN2.6B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

HighSchool Sophomore Varsity Athlete 0.041” 0.035* 0.044” (0.015) (0.015) (0.016) [0.012, 0.069] [0.006, 0.064] [0.012, 0.075]

HSSophomore Athlete a Black -0.036 (0.052) [-0.137, 0.065]

HSSophomore Athlete a Income Below Poverty Line 0.026 (0.042) [-0.057, 0.109]

HSSophomore Athlete a Single-Parent Household -0.024 (0.030) [-0.083, 0.036]

HighSchool Sophomore BBVarsity Athlete 0.019 0.021 0.026 (0.022) (0.023) (0.025) [-0.025, 0.063] [-0.025 , 0.067] [-0.024, 0.076]

HighSchool Sophomore Non BBVarsity Athlete 0.048” 0.040k 0.050 (0.016) (0.016) (0.018) [0.017, 0.080] [0.008, 0.071] [0.015, 0.084]

HSSophomore BBAthlete a Black 0.037 (0.080) [-0.120, 0. 194]

HSNon BBVarsity Athlete a Black -0.070 (0.058) [-0.184, 0.045]

HSSophomore BBAthlete x Income Below Poverty Line -0.004 [0.054) [-0.109,0,101]

MSNon BBVarsity Athletes Income Below Poverty Line 0.053 (0.057) [-0.058, 0.165]

HSSophomore BBAthlete x Single-Parent Household -0.018 (0.046) [-0.108, 0.072]

HSNon BBVarsity Athlete a Single-Parent Household -0.025 (0.034) [-0.092, 0.042]

Single-Parent Household -0.009 -0.010 0.000 -0.010 -0.010 0.000 (0.015) (0.015) (0.019) [0.015) (0.015) (0.019) [-0.039, 0.021] [-0.040, 0.020] [-0.036, 0.037] [-0.040, 0.020] [-0.040, 0.020] [-0.037, 0.037]

Family Income ($1OK( 0.011*. 0.011*** 0.011*** 0.011*** 0.011* 0,011,** (0.003) [0.003) [0.003) (0.003) (0.003) (0.003)

[0.006, 0.016] [0.006, 0.016] [0.006, 0.016] [0.006 , 0.016] [0.006, 0.016] [0.006, 0.016]

Family Income Below Poverty Line 0.012 0.004 0.011 0.012 0.004 0.012 (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [-0.026, 0.050] [-0.036, 0.044] [-0.027, 0.050] [-0.026, 0.051] [-0.037, 0.044) [-0.026, 0.05 1]

Number of Siblings -0.001 -0.001 -0.001 -0.001 -0.001 -0.001 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.010, 0.007] [-0.010, 0.007] [-0.010, 0.007] [-0.010, 0.008] [-0.010, 0.008] [-0.010, 0.008]

- 38 - TABLEN2.6B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.013*** 0.013*** 0.013*** 0.013* 0.013* 0.013* (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.007, 0.020] [0.007, 0.020] [0.006, 0.020] [0.006, 0.020] [0.007, 0.020] [0.006, 0.020]

Mother Education 0.010” 0.010** 0.010” 0.010” 0.010” 0.010” (0.004) (0.004) (0004) (0.004) (0.004) (0.004) [0.003, 0.018] [0.003 , 0.018] [0.003, 0.018] [0.003 , 0.018] [0.003 , 0.018] [0.003 , 0.018]

Urban Location 0.062*** 0.062*** 0.062*** 0.061*** 0.061* 0.061*** (0.017) (0.017) (0.017) (0.017) (0.017) (0.017) [0.029, 0.096] [0.029, 0.096] [0.028, 0.096] [0.027, 0.095] [0.028, 0.095] [0.027, 0.095]

Cognitive Ability (Z-Score) 0.113” 0.113*** 0.113*** 0.113*** o.113*** 0.113* (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [0.097, 0.130] [0.097, 0.130] [0.097, 0.130] [0.096, 0.130] [0.096, 0.130] [0.096, 0.130]

Locus of Control 0.005 0.005 0.005 0.006 0.006 0.006 (0.014) (0.014) (0.014) (0.014) (0.014) (0.014) [.0.022, 0.032] [-0.021, 0.032] [-0.021, 0.032] [-0.021 , 0.033] [-0.021 , 0.032] [-0.021, 0.032]

Self Concept 0.028* 0.029* 0.028* 0.028* 0.029 0.028* (0.012) (0.012) (0.012) (0.012) (0.012) (0.013)

[0.004, 0.053] [0.004, 0.053] [0.004 , 0.053] [0.003 , 0.052] [0.004 , 0.053] [0.004, 0.053]

Non-Cognitive Ability (EXTERNAL) 0.066*** 0.066*** 0.066*** 0.066*** 0.067*** 0.067*** (0.019) (0.019) (0.019) (0.019) )0.019) (0.019) [0.028, 0.104] [0.028, 0.104] [0.029, 0.104] [0.028, 0.104] [0.029, 0.105] [0.029, 0.103]

Black - not Hispanic 0.109” 0.095*** 0.097*** 0.109* 0.095*** 0.097*** (0.032) (0.027) (0.026) (0.032) (0.027) (0.026) [0.047, 0.172] [0.043, 0.147] [0.045, 0.149] [0.047, 0.172] [0.043, 0.148] [0.045, 0.1491

American Indian or Alaska Native 0.050 0.051 0.050 0.050 0.051 0.050 (0.069) (0.069) (0.068) (0.068) (0.068) (0.068) [-0.085 ,0.184] [-0.083, 0.186] [-0.084, 0.184] [-0.084, 0.184] ]-0.083 , 0.185] [-0.084, 0.183]

Asian or Pacific Islander 0.152* 0.1S1’ 0.152*** 0.150” 0.149” 0.151” (0.035) (0.035) (0.035) (0.035) (0.035) (0.035)

[0.083, 0.220] [0.082, 0.219] [0.083 , 0.221] [0.082, 0.219] [0.080, 0.217] [0.082 , 0.220]

Hispanic or Latino 0.055” 0.054” 0.055” 0.054” 0.053* 0.055” (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [0.014,0.066] [0.013, 0.095] [0.014,0.067] [0.013,0.066] [0.012, 0.095] [0.014,0.066]

Constant 0.425*** 0.425*** 0.427*** 0.423*** 0.428* ** O.429** * (0.086) (0.086) (0.086) (0.086) (0.086) (0.086) [-0.594, -0.256] [-0.594, -0.256] [-0.596, -0.258] [-0.592 , -0.253] [-0.597, -0.258( [-0.598, -0.260]

Observations 3,690 3,690 3,690 3,690 3,690 3,690 Adjusted 5-squared 0.175 0.174 0175 0.175 0.174 0.174

- 39 - TABLEN2.6B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 1994; Linear Probability Model sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of MSAthletics for Blacks 0.005 (0.049) Incremental Effect of MSAthletics for Income Below Poverty Line 0.062 (0.040) Incremental Effect of HSAthletics for Single-Parent Household 0.020 (0.026) Incremental Effect of HS BBAthletics for Blacks 0.056 10.077) Incremental Effect of MSBEAthletics for Income Below Poverty Line 0.017 (0.040) Incremental Effect of MSBEAthletics for Single-Parent Household 0.008 (0.036) Robunt standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. “ pco.001, ** p

- 40 - TABLEN2.7A: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.038** (0.012) [0.014, 0.0621

High School Sophomore BB/FBVarsity Athlete 0.040** (0.014) [0.013, 0.067]

High School Sophomore Non BB/FBVarsity Athlete 0.034* (0.017) [0.001, 0.066]

Single-Parent Household -0.023 -0.022 -0.022 (0.014) (0.014) (0.014) [-0.050, 0.003] [-0.049, 0.005] [-0.049, 0.005]

Family Income ($1OK) 0.009*** 0.009’” 0.009*** (0.002) (0.002) (0.002) [0.004, 0.014] [0.004, 0.014] [0.004, 0.014]

Family Income Below Poverty Line 0.012 0.014 0.014 (0.018) (0.018) (0.018) [-0.023, 0.047] [-0.021, 0.049] [-0.021, 0.049]

Number of Siblings -0.001 -0.001 -0.001 (0.004) (0.004) (0.004) [-0.009, 0.007] [-0.009, 0.007] [-0.009, 0.007]

Father Education 0.011*** 0.010 0.010’ (0.003) (0.003) (0.003) [0.004, 0.017] [0.004, 0.016] [0.004, 0.016]

Mother Education 0.008** 0.008* 0.008* (0.003) (0.003) (0.003) [0.002, 0.015] [0.002, 0.015] [0.002, 0.015]

Urban Location 0.026 0.028 0.028 (0.016) (0.016) (0.016) [-0.005, 0.057] [-0.004, 0.059] [-0.003, 0.059]

Cognitive Ability (Z-Score) 0.068*** 0.069*** 0.069*** (0.007) (0.007) (0.007)

[0.054, 0.0821 [0.054 , 0.083] [0.054 , 0.083]

- 41 - TABLEN2.7A: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSE Institution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

Locus of Control 0.008 0.008 0.008 (0.012) (0.012) (0.012) [-0.015, 0.032] [-0.015, 0.031] [-0.016, 0.031]

Self Concept 0.013 0.011 0.011 (0.012) (0.012) (0.012) [-0.010, 0.036] [-0.012, 0.034] [-0.012, 0.034]

Non-Cognitive Ability (EXTERNAL) 0.056*** 0.055*** 0.055*** (0.013) (0.013) (0.013) [0.032, 0.081] [0.030, 0.079] [0.030, 0.080]

Black - not Hispanic 0.017 0.014 0.013 (0.024) (0.024) (0.024) [-0.030, 0.063] [-0.033, 0.061] [-0.034, 0.061]

American Indian or Alaska Native 0.020 0.019 0.018 (0.060) (0.061) (0.061) [-0.098, 0.138] [-0.100, 0.138] [-0.101, 0.138]

Asian or Pacific Islander 0.039 0.04 1 0.042 (0.033) (0.033) (0.033) [-0.025, 0.103] [-0.023, 0.105] [-0.023, 0.106]

Hispanic or Latino 0.034 0.032 0.032 (0.020) (0.020) (0.020) [-0.004, 0.073] [-0.007, 0.070] [-0.006, 0.071]

Constant 0.380*** Q3g4*** 0.386*** (0.065) (0.065) (0.065) [-0.508, -0.253] [-0.511, -0.257] [-0.513 , -0.258]

Observations 3,250 3,250 3,250 Adjusted R-squared 0.109 0.111 0.111 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.Ol, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 42 - TABLEN2.7B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSEInstitution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.043*** 0.043** 0.033* (0.013) (0.013) (0.015) [0.018, 0.068] [0.017, 0.069] [0.004, 0.061]

HSSophomore Athlete * Black -0.084 (0.046) [-0.175 , 0.006]

HSSophomore Athlete * Income Below Poverty Line -0.058 (0.031) [-0.118, 0.002]

HSSophomore Athlete * Single-Parent Household 0.021 (0.026) [-0.030, 0.071]

High School Sophomore BB/FBVarsity Athlete 0.046** 0.049*** 0.042** (0.014) (0.015) (0.016) [0.018, 0.075] [0.020, 0.079) [0.010, 0.074)

High School Sophomore Non BB/FBVarsity Athlete 0.038* 0.035* 0.020 (0.017) (0.017) (0.019) [0.005, 0.071] [0.001 , 0.069] [-0.017, 0.057)

HSSophomore BB/FBAthlete * Black -0.086 (0.048) [-0.179 , 0.007]

HS Non BB/FBVarsity Athlete * Black -0.090 (0084) [-0.256, 0.075]

HSSophomore BB/FBAthlete * Income Below Poverty Line 0.090** (0.030) [-0.148,-0.031]

HSNon BB/FBVarsity Athlete * Income Below Poverty Line 0.018 (0.059) [-0.097, 0.134]

HSSophomore BB/FBAthlete * Single-Parent Household -0.010 (0.028) [-0.065, 0.045)

HSNon BB/FBVarsity Athlete a Single-Parent Household 0.068 (0.039)

[-0.008 , 0.14.4]

Single-Parent Household -0.021 -0.022 -0.034 -0.021 -0.022 -0.034 (0.014) (0.014) (0.018) (0.014) (0.014) (0.018) [-0.048, 0.005] [.0.049, 0.005] [-0.069 , 0.001] [-0.048, 0.005) [-0.049, 0.005] [-0.069 , 0.001]

Family Income ($1OK) 0.009*** 0.009 0.009** 0.009* 0.009” 0.009*** (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.004, 0.014] [0.004, 0.014] [0.004, 0.014] [0.004, 0.014] [0.004, 0.014] [0.004, 0.014)

Family Income Below Poverty Line 0.014 0.044 0.014 0.014 0.045 0.015 (0.018) (0.024) (0.018) (0.018) (0.024) (0.018) [-0.021 , 0.049] [-0.002, 0.091] [-0.020, 0.049) [-0.021 , 0.049] [-0.002, 0.091] [-0.020, 0.050]

Number of Siblings -0.001 -0.001 -0.001 -0.001 -0.001 -0.001 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.009, 0.007) [-0.009 , 0.007] [-0.009, 0.007] [-0.009 , 0.007) [-0.009, 0.007] [-0.009, 0.007]

- 43 - TABLEN2.7B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAA FBSPSEInstitution by 1994; linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.010” 0.01O** 0.010” 0.010” 0.010” 0.010” (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.004, 0.016) [0.004, 0.016) [0.004, 0.016) [0.004, 0.016) [0.004, 0.016] [0.004, 0.016]

Mother Education 0.008* 0.008* 0.008* 0.008* 0.008* 0.008* (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.002, 0.015] [0.002 , 0.015) [0.002, 0.014] [0.002 , 0.015] [0.002, 0.015] [0.002, 0.014)

Urban Location 0.028 0.027 0.028 0.028 0.027 0.028 (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [-0.003, 0.059] [-0.004, 0.059] [-0.003 , 0.039] [-0.003 , 0.060] [-0.004, 0.058] [-0.004, 0.O59]

Cognitive Ability (Z-Score) 0.068* 0.069* o.069ux* 0.069* 0.069*** 0.069* (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [0.054, 0.083] [0.054, 0.083] [0.054, 0.083] [0.054, 0.083] [0.055, 0.083] [0.054, 0.083]

Locus of Control 0.008 0.008 0.008 0.008 0.007 0.008 (0.012) (0.012) (0.012) (0.012) (0.012) (0.012) [-0.015,0.031] [-0.016,0.031) [-0.015,0.031) [-0.016,0.031] [-0.017,0.030) [-0.015,0.032]

Self Concept 0.011 0.011 0.011 0.011 0.012 0.011 (0.012) (0.012) (0.012) (0.012) (0.012) (0.012) [-0.012,0.033] [-0.012, 0.034] [-0.012,0.034] [-0.012,0.033] [-0.011,0.034] [-0.012,0.033]

Non-Cognitive Ability (EXTERNAL) 0.054* 0.054*** 0.054* 0.055** * 0.055” 0.054” (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.030, 0.079] [0.030, 0.079] [0.030, 0.079] [0.030, 0.080] [0.030, 0.080] [0.029, 0.079]

Black - not Hispanic 0.069 0.016 0.014 0.069 0.017 0.017 (0.038) (0.024) (0.024) (0.038) (0.024) (0.024) [-0.006,0.143] [-0.031,0.064] [-0.033,0.061] [-0.005,0.143] [-0.030, 0.064] [-0.031,0.064)

American Indian or Alaska Native 0.019 0.022 0.019 0.018 0.027 0.022 (0.061) (0.061) (0.061) (0.061) (0.060) (0.060) [-0.101,0.138] [-0.097,0.141] [-0.100,0.138] [-0.101,0.137) [-0.091,0.146] [-0.096,0.140]

Asian or Pacific Islander 0.041 0.040 0.041 0.042 0.040 0.043 (0.033) (0.033) (0.033) (0.033) (0.033) (0.033) [-0.023,0.106] [-0.024, 0.104] [-0.023,0.106] [-0.022,0.106) [-0.024,0.104] [-0.021,0.108)

Hispanic or Latino 0.032 0.031 0.032 0.032 0.031 0.032 (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [-0.007, 0.070] [-0.007, 0.070] [-0.007, 0.070] [-0.007, 0.071) [-0.008, 0.070] [-0.007, 0.071]

Constant _0.385*** O385* Q379* 0.388*** 0.389*** _0379*** (0.065) (0.065) (0.065) (0.065) (0.065) (0.065) [-0.512-0.258] [-0.512,-0.258] [-0.506,-0.252[ [-0.516,-0.261[ [-0.517,-O.262[ [-0.506-0.251]

Observations 3,250 3,250 3,250 3,250 3,250 3,250 Adjusted R-squared 0.112 0.111 0.111 0.111 0.112 0.112

- 44 - TABLEN2.7B: FBSCollege Attendance Dependent Variable; Attended 4-Year NCAAFBSPSEInstitution by 1994; Linear Probability Model Sex: Male; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.042 (0.044) Incremental Effect of HSAthletics for Income Below Poverty Line -0.014 (0.028) Incremental Effect of HSAthletics for Single-Parent Household 0.053* (0.022) Incremental Effect of HS BB/FBAthletics for Blacks -0.040 (0.045) Incremental Effect of HS BB/FBAthletics for Income Below Poverty Line -0.040 (0.026) Incremental Effect of HSBB/FBAthletics for Single-Parent Household 0.032 (0.023) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. ** p<0.001, p

- 45 - TABLEN2.8A: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSE Institution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.027* (0.011) [0.005, 0.050]

High School Sophomore BBVarsity Athlete 0.021 (0.018) [-0.015, 0.056]

High School Sophomore Non BBVarsity Athlete 0.030* (0.013) [0.005, 0.054]

Single-Parent Household -0.001 -0.000 0.000 (0.012) (0.012) (0.012) [-0.025 , 0.023] [-0.024, 0.024] [-0.024, 0.024]

Family Income ($1OK) 0.005* 0.004 0.004 (0.002) (0.002) (0.002) [0.000, 0.009] [-0.000, 0.0091 [-0.000, 0.009]

Family Income Below Poverty Line 0.004 0.005 0.006 (0.015) (0.015) (0.015) [-0.025, 0.033] [-0.023, 0.034] [-0.023, 0.034]

Number of Siblings 0.007 0.007 0.007 (0.003) (0.003) (0.003) [-0.000, 0.014] [-0.000, 0.013] [-0.000, 0.014]

Father Education 0.013*** 0.013*** 0.013*** (0.003) (0.003) (0.003) [0.007, 0.019] [0.007, 0.019] [0.007, 0.019]

Mother Education 0.007* 0.007* 0.006* (0.003) (0.003) (0.003) [0.001, 0.013] [0.000, 0.013] [0.000, 0.013]

Urban Location 0.027 0.029* 0.028 (0.014) (0.014) (0.015) [-0.001 , 0.056] [0.000, 0.057] [-0.000, 0.057]

Cognitive Ability (Z-Score) 0.072*** 0.071*** 0.071*** (0.007) (0.007) (0.007) [0.058, 0.086] [0.057, 0.086] [0.057, 0.086]

- 46 - TABLEN2.8A: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSE Institution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HS in 1992 (1) (2) (3) VARIABLES

Locus of Control 0.010 0.009 0.009 (0.011) (0.011) (0.011) [-0.012, 0.031] [-0.013, 0.031] [-0.013, 0.031]

Self Concept 0.030** 0.028** 0.028** (0.010) (0.010) (0.010) [0.010 , 0.049] [0.008, 0.048] [0.008, 0.048]

Non-Cognitive Ability (EXTERNAL) 0.038* 0.035* 0.036* (0.015) (0.015) (0.015) [0.009, 0.0661 [0.007, 0.064] [0.007, 0.064]

Black - not Hispanic 0.001 0.004 0.004 (0.019) (0.019) (0.019) [-0.036 , 0.039] [-0.034, 0.041] [-0.034, 0.042]

American Indian or Alaska Native 0.087 0.087 0.086 (0.067) (0.067) (0.067) [-0.043, 0.2181 [-0.044, 0.217] [-0.044, 0.217]

Asian or Pacific Islander 0.051 0.054 0.053 (0.033) (0.033) (0.033) [-0.013 , 0.115] [-0.010, 0.118] [-0.011, 0.118]

Hispanic or Latino 0.027 0.028 0.028 (0.017) (0.017) (0.017) 1-0.006 , 0.060] [-0.004, 0.061] [-0.005, 0.061]

Constant 0.330*** 0.323*** 0.324*** (0.068) (0.068) (0.068) [-0.463, -0.196] [-0.457, -0.190] [-0.458, -0.191]

Observations 3,690 3,690 3,690 Adjusted R-squared 0.111 0.112 0.112 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. ** p<0.001, p<0.01, * 5p

- 47 - TABLEN2.8B: FBSCollege Attendance Dependent Variable: Attended 4—YearNCAAFBSPSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.033** 0.027* 0.035** (0.012) (0.012) (0.013)

[0.010 , 0.057] [0.003 , 0.051] [0.009 , 0.061]

HSSophomore Athlete x Black 0.078* (0.035) [-0.147, -0.009]

HSSophomore Athlete a Income Below Poverty Line 0.006 (0.031) [-0.055 , 0.066]

HSSophomore Athlete a Single-Parent Household -0.032 (0.025) (-0.080, 0.017)

High School Sophomore BBVarsity Athlete 0.025 0.016 0.035 (0.019) (0.020) (0.022)

[-0.013, 0.062] [-0.022 , 0.054] [-0.008, 0.077]

High School Sophomore Non 66 Varsity Athlete 0.036 0.030w 0.036* (0.013) (0.013) (0.015) [0.010, 0.063] [0.004, 0.057] [0.007, 0.064]

HSSophomore BBAthlete a Black -0.039 (0.055) [-0.147, 0.070)

HSNon BBVarsity Athlete a Black 0097* (0.039) [-0.173, -0.021]

HSSophomore BBAthlete x Income Below Poverty Line 0.043 (0.049) [-0.053, 0.140]

HS Non BBVarsity Athlete x Income Below Poverty Line -0.017 (0.036) [-0.088, 0.053]

HSSophomore BBAthlete

HS Non 88 Varsity Athlete x Single-Parent Household -0.022 (0.028) [-0.078, 0.034]

Single-Parent Household 0.001 -0.000 0.014 0.001 -0.000 0.014 (0.012) (0.012) (0.015) (0.012) (0.012) (0.015)

[-0.023, 0.025] (-0.024, 0.024] [-0.015 , 0.043] [-0.023, 0.025) [-0.024, 0.024] [-0.015 , 0.043]

Family Income ($1OK) 0.004 0.004 0.004 0.004 0.004 0.004 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.000,0.009] [-0.000,0.009] [-0.000,0.009] [-0.000,0.009] [-0.000,0.009] [-0.000,0.009)

Family Income Below Poverty Line 0.006 0.004 0.005 0.006 0.003 0.006 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.023 , 0.034] [-0.026, 0.033] [-0.024, 0.034] [-0.023 , 0.034] [-0.026, 0.033) [-0.023, 0.034]

Number of Siblings 0.006 0.007 0.007 0.007 0.007 0.007 (0.003) (0.003) (0.003) (0.003) (0.003) [0.003) [-0.000, 0.013] [-0.000, 0.013] [-0.000, 0.013] [-0.000, 0.013) [-0.000, 0.014] 1-0.000, 0.013)

- 48 - TABLEN2.8B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBS PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education o.o13*** 0.013*** 0.013*** 0.013*** 0.013*** 0.013*** (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.007, 0.019] [0.007, 0.019] [0.007, 0.019] 30.007, 0.0193 [0.007, 0.019] [0.007, 0.019]

Mother Education 0.006* 0.007* 0.006* 0.006* 0.006* 0.006* (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.000, 0.0133 [0.000, 0.0133 [0.000, 0.013] [0.000, 0.012] [0.000, 0.012] [0.000, 0.012]

Urban Location 0.029* 0.029* 0.023* 0.028 0.028 0.028 (0.014) (0.014) (0.014) (0.014) (0.015) (0.015) [0.000, 0.057] 30.000, 0.057] [0.000, 0.057] [-0.000, 0.0573 [-0.000, 0.056] [-0.001 , 0.056]

Cognitive Ability (Z-Score( 0.071*** 0.071*** 0.071*** 0.071*** 0.071*** 0.071*** (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [0.057, 0.086] [0.057, 0.086] (0.057, 0.086] [0.057, 0.086] [0.057, 0.086] [0.057, 0.086]

Locus of Control 0.008 0.009 0.009 0.009 0.009 0.009 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.013,0.030] [-0.013,0.031] [-0.013,0.031] [-0.013,0.031] [-0.013,0.0313 [-0.013,0.030]

Self Concept 0.028** 0.028** 0.028** 0.028** 0.028** 0.028** (0.010) (0.010) (0.010) (0.010) (0.010) (0.010) [0.008, 0.048] [0.008, 0.048] [0.008, 0.048] [0.008, 0.048] [0.008, 0.048] [0.008, 0.048]

Non-Cognitive Ability (EXTERNAL) 0.034 0.035* 0.035* 0.034 0.036* 0.035* (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [0.006, 0.0633 [0.006, 0.064] [0.006, 0.064] [0.006, 0.063] [0.007, 0.064] [0.007, 0.064]

Black - not Hispanic 0.032 0.004 0.005 0.032 0.004 0.005 (0.024) (0.019) (0.019) (0.024) (0.019) (0.019) [-0.015, 0.080] [-0.034 0.041] [-0.033 , 0.0433 [-0.015, 0.080] [-0.034, 0.041] [-0.032, 0.043]

American Indian or Alaska Native 0.086 0.087 0.087 0.086 0.087 0.088 (0.067) (0.067) (0.066) (0.067) (0.067) (0.066) [-0.045 , 0.217] [-0.044, 0.2183 [-0.043, 0.217] [-0.044, 0.2171 [-0.044, 0.218] [-0.042, 0.218]

Asian or Pacific Islander 0.054 0.054 0.055 0.054 0.054 0.055 (0.033) (0.033) (0.033) (0.033) (0.033) (0.033) [-0.010,0.119] [-0.011,0.118] [-0.009,0.119] (-0.010, 0.118] [-0.010,0.119] [-0.009,0.119]

Hispanic or Latino 0.029 0.028 0.029 0.029 0.028 0.029 (0.017) (0.017) (0.017) (0.017) (0.017) (0.017) [-0.004, 0.062] [-0.004, 0.061] [-0.003 , 0.062] [-0.004, 0.062] [-0.004, 0.061] [-0.004, 0.062]

Constant 0.322*** .4323*** 0.326*** 0.321*** 0.323*** 0.326*** (0.068) (0.068) (0.068) (0.068) (0.068) (0.068) [-0.455,-0.189] [-O.457,-0.190[ [-0.459,-0.192][-0.454, -0.187] [-0.456,-0.189][-0.459, -0.192]

Observations 3,690 3,690 3,690 3,690 3,690 3,690 Adjusted R-squared 0.112 0.112 0.112 0.112 0.111 0.112

- 49 - TABLEN2.8B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBS PSEInstitution by 1994; Linear Probability Model Sex: Female; Conditional on Graduating HSin 1992 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.045 (0.033) Incremental Effect of HSAthletics for Income Below Poverty Line 0.032 (0.028) Incremental Effect of HSAthletics for Single-Parent Hossehold 0.003 (0.021) Incremental Effect of HS BBAthletics for Blacks -0.014 (0.052) Incremental Effect of HS88 Athletics for Income Below Poverty Line 0.059 (0.045) Incremental Effect of HSBBAthletics for Single-Parent Hossehold -0.022 (0.029) Robsst standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p

- 50 - TABLEN3.1A: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable; Post-Secondary Education Attained by 2000; Multinomial Logit Sex: Male; Conditional on Attending Any PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) Associates More Than Two Bachelors One Year or Less Two or Less Years Graduate Degree Degree Years Degree

Single-Parent Household 0.041 0.022 -0.012 0.019 -0.063° -0.007 (0.022) (0.014) (0014) (0.013) (0.025) (0.012)

[-0.003 0.085] [-0.005 0.048) [-0.040,0.016] -0.007 • 0.045] [-0.111, -0.014] [-0.032 0.017]

Family Income ($108) -0.003 -0.007° -0.004 -0.003 0.017*00 0.001 (0.003) (0.003) (0.003) (0.002) (0.003) (0.001) [-0.010, 0.004] [-0.012 -0.001) [-0 010 0.001) [-0.007,0.001] [0.001 0.023] [-0.002 0.003]

Family Income Below Poverty Line 0.026 -0.019 -0.024 0.017 -0.007 0.008 (0.039) (0.017) (0.0DB) (0.022) (0.050) (0.031) [-0.050 0.102] [-0.052,0.013] [-0.060 0.012] [-0.026, 0.059] [-0.104, 0.090] [-0.053 0.068]

Number of Siblings 0.009 0.007 0.000 0.004 -0.020°° 0.001 (0.006) (0.004) (0.004) (0.003) (0.007) (0.004) [-0.003,0.021] [-0.000, 0.014] [-0.008, 0.008] [-0.002, 0.010] [-0.034, -0.006] [-0.006,0.008)

Father Education -9.008° -0.008°° -0.004 -0.004 0.020°°° 0.005°° (0.004) (0.003) (0.003) (0.002) (0.004) (0.002) [-0.016,-0.000[ [-0.014, -0.003] [-0.010,0.001] [-0.009, 0.000] [0.012, 0.020] [0.001, 0.009]

Mother Education -0.007 -0.002 -0.006° 0.005° 0.008 0.002 (0.004) (0.003) (0.003) (0.002) (0.004) (0.002)

[-0.016,0.001] [-0.007, 0.004] [-0.011, -0.001] [0.001 , 0.010] [-0.001,0.017] [-0.002,0.006]

Urban Location -0.007 -0.004 -0.024 -4.000 0.028 0.016 (0.020] (0.013] (0.013) (0.011) (0.023) (0.011) [-0.047,0.032] [-0.029,0.020] [-0.049,0.001] [-0.030, 0.014] [-0.017, 0.072] [-0.006, 0.030]

Cognitive Ability (Z-Score( -0.067°°° -0.015° -3.033°” 0.007 0.076’°° 0.032°° (0.010) (0.006) (0.006] (0.005) (0.011) (0.006) [-0.006, -0.040] [-0.027, -0.003] [-0.046, -0021) [-0.004, 0.017] [0.056, 0.097) [0.020,0.043]

Locus of Control -9.016 -0.009 0011 -0.003 0.011 0.006 (0.019) (0.010) (0.012) (0.011) (0.021) (0.011) [-0.053,0.021] [-9.029,0.011] [-0.013, 0.034] [-0.023,0.010] (-0.030,0.052] [-0.016,0.020]

Self Concept -0.002 0.009 ‘4.001 4.003 -4.017 0.015 (0.017) (0.010) (0.011) (0.010) (0.010) (0.010) [-0.035,0.031] [-0.010,0.029] [-0.022,0.019] [-0.022,0.016] [-0.053,0.019) [-0.005,0.035)

Non-Cognitive Ability (EXTERNAL) 0.101°°° -0.030° -0.020 -0.014 0.163°°° 0.002 (0.026) (0.015) (0.017) (0.015) (0.034) (0.020) [-0.153-0.050] [-0.099, -0.002] [-0.053,0.014] [-0.043,0.015] [0.095,0.230] [-0.036,0.041]

Black - not Hispaoic -0.044 0,043 -0.022 0.018 0.037 -0.033 (0.035) (0.027) (0.020] (0.024) (0.044] (0.010)

[-0.112,0.025] [-0.009, 0.095] [-0.063 , 0.0191 [-0.029,0.066] [-0.049,0.123] [-0.060, 0.002]

Asian or Pacific Islander -0.011 -0.030 0.008 -0.013 0.020 0.026 (0.039) (0.021) (0.025] (0.019) (0.040) (0.020] [-0.007, 0.066] [-0.071, 0.011] [-0.041, 0.017] [-0.051,0.025] [-0.090, 0.099] [-0014,0.065)

Hispanic or Latino 0.023 0.018 -0.003 0.024 -0.046 -0.015 (0.029) (0.018] (0.017) (0.021) (0.036) (0.017)

[-0.034, 0.079] [-0.010,0.054] [-0,037 - 0.031] [-0.017, 0.064] (-0.116, 0.023] [-0.049,0.019]

Observations 2400 2400 2400 2400 2400 2400 Standard errors in parentheses. 95-percesn confidence intervals io square brackets. Number of observations is rounded to the nearest 10. p.00.055, p

- 51 - TABLEN3.1B: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable; Post-Secondary Education Attained by 2000; Multinonilal Logit Sea; Male; Conditional on Attending Any PSEInstitution by 1994 (1) 2) (3) (4) (5) (6) Associates More Than Two Bachelors One Year or Less Two or LessYears Graduate Degree Degree Years Degree

HighSchoolSophemoreVarsityAthlete 0.065 -0,021 -0.012 0.009 0.086° 0.003 (0.019] (0.012) (0.012) (0.010) (0020) (0.010) [-0.102 -0.029] [-0.043 0.002) [-0.036 0.0121 [-0.011, 0.0281 [0.047 0.125] [-0.016, 0.023]

Single-Parent Heoseheld 0037 0,020 -0.013 0.020 -0.0S7 -0.097 (0.022) (0.013) (0.014) [0.013) (0.025) (0.012] [-0.007,0.081] [-0.006, 0.046) -0.040, 0.015] [-0.006, 0.046] [-0106 -0.009) [-0.031 0.0171

Family Income ($1OK) -0.003 -0.007 -0.000 -0.003 0.01UC. 0.001 [0.003) (0.003) (0.003) (0.002) (0.003) (0.001) 1-0.010,0.004] [-0.012-0.001) 1-0.010, 0.001] [-0.007,0.001) [0.610,0.022) 1-0.002,0.003]

Family Income Below Poverty Lien 0.025 -0.019 -0.024 0,016 -0,006 0,008 (0.039) (0.017) (0.018) (0.022) (0,050] (0.031) [-0.051, 0,102] [-0.052,0.014] [-0.060, 0,012] [-0.026,0.059] [-0.104, 0.091] [-0.053,0.068]

Numberof Siblings 0.009 0.007 0.000 0.004 -0.020 0,001 (0.006) (0.004) (0.004) (0.003) (0.007) (0.004) [-0.003,0.021) [-0.000, 0.014] [-0.008, 0.000] [-0.002, 0,010] [-0.035, -0.006] 1-0.004,0.008]

Father Education -0.008 -0.038” -0.004 -0.004 0.019” 0.005” [0.004) (0.003) (0.003) (0.002) (0.004) (0.002) [-0.016,0.000] [-0014, -0.003] [-0.010, 0.001] [-0.009,0.000) [0.011,0.027] [0.001,0.009]

Mother Education -0.007 -0.001 -0.006’ 0.005 0.007 0.002 (0.004) (0.003) (0.003) (0.002) (0.004) (0,002) 1-0.015,0.002] [-0.007,0.004) [-0.011-0.001] [0.001,0.010] [-0.001,0.0161 1-0.002,0.006]

Urban Location -0.011 -0.005 -0.025W -0.008 0.032 0.016 (0.020) [0.013) (0.012) (0.011) (0.022) [0.011) [-0.090,0.029] [-0.030. 0.019] [-0.049, -0,000] [-0.030, 0014] [-0012. 0.076] [-0.006,0.039)

CugnitiveAbility(Z-Score( -0.067” -0.015” -0.033””' 0.007 0.077’” 0032*** (0.010) [0.006) (0.) (0.005) (0.011) (0.009) [-0.086, -0,044] [-0.027-0.003) [-3,043-0.021] [-0.004, 0.017] [0.097,0.090) [0.020,0.043]

Lovusof Control -0.014 -0.008 0,011 -0.003 0.009 0.006 (0.019) (0.010) (0.012) (0.011) (0.021) (0.011) 1-0.051,0.022] [-0.029, 0.012] [-0.012, 0.035] [-0.024,0.018] 1-0.032,0.050] [-0.016,0.020)

Self Concept 0.000 0.010 -0.001 -0.004 -0.020 0,015 (0,017) (0.010) [0.011) (0,010) (0.018) (0,010) [-0.033,0.033] 1-0.009, 0.029] [-0.022,0.020] [-0.023, 0.015] [-0.000,0.016) [-0.0050.035)

Nen-Cegeitivn Ability (EXTERNAL) 0.lOl°” 0.030e -0,020 -0.015 0.164* 0,002 (0.026) (0,014) (0.017) (0.015) (0.035) [0.020) [-0.152-0.050] [-0.058, -0.002] [-0.054, 0.013] [-0,044, 0.014] [0.096,0.232] [-0,037, 0.041]

Black - not Hispanic -0.041 0,045 -0.022 0.017 0.034 -0.033 (0.035) (0.027) (0,021) (0,024) (0.043) (0.018) [-0.100,0.027) [-3.007, 0.097] [-0,003,0.020] [-0.030, 0.064] [-0.051,0.110] [-0.068,0.002)

Asianor Pauihc Islander -0.018 -0,032 0,007 —0.012 0.029 0.026 (0.039) (0.020) (0.025) (0.020) (0.040) (0.020) [-0.094,0.057] [-0.072,0.008) [-0.042,0.055) [-0.000,0.027] [-0.050, 0.107] [-0.013,0,066]

Hispanic us Latinu 0.020 0019 -0.003 0.024 -0.050 -0.015 (0.029) (0.019] (0.017) (0.021) [0.035) (0.017) [-0.031, 0.082] [-0.318,0.005] [-0.037, 0.031] [-0.017, 0.064] [.0.119, 0.019] [-0.049,0.019]

Observations 2400 2400 2400 2400 2400 2400 Standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observatienn is rounded to the nearest 10. p<000l p

- 52 - TABLEN3.1C: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable Pest-Seceedaey Edecatice Atteined by 2000; Meltleemlal Lngit

(1) (2) (3) [4) (5) (6) Associat:s MereThan Two One Year or Less Two or LessYeere Bachelor’s Degree Graduate Degree

Hib5dseel5epheweeet0/F8VarsityAthlete ‘0.074” -0.010 ‘0.012 0.000 0.094” 0.001 0.010) (0,012) [0.013) (0.012) (0.023) (0.012)

[-0.111, -0 036) [-0.042 - 0.004] [-0.035, 0.013] [-0.014,0.0321 [0.050 0.130) [-0.022 0.024]

HighSchool Sepheerore Nee 00/Fe Varsity Athlete -0 049’ -0.022 -0.014 0.006 0.073” 0.005 (0.021) (0.013) (0.014) (0.014) (0.024) (0.012) [-0.0900 000) [‘0.046,0.003] [-0.041,0.0141 1-0.021,0033] [0.025,0.121] [-0.019,0.020)

Steele-Parent Household 0.037 0.020 -0.013 0.020 -0.057’ -0.007 (0.022) [0.013) (0.014) (0.013) 0.025) (0.012) 1-0.007,0.000) [-0.006,0.046] )-0,040,0.S1S] [‘0.006,0.046] [‘0.105 -0.068] [-0.031,0.0171

-0,003 007 fi.ee Fawilyleoewe($10K) e0 -0.004 ‘0.003 551 0.001 (0.003) .,(0.003) (0.003) [0.002) (0.003) [0.001) [-0,010,0.004] [-0.012-0.001] [-0.010,0.001] [-0.007, 0.0011 [0.010,0.023] [-0.002,0.043]

FawilylecomeeelowPocertyLiee 0.027 -0.019 ‘0.824 0.016 -0.000 0.008 (0.039) (0.017) (0.018) (0.022) [0.050) (0.031)

[-0.050,0.104] [-5.052,0.013] [-0,060, 0.012) [-0.026,0.059] [-0.105 - 0.090) [-0.053,0.068)

Nowberotsibliegs 0.009 0.007 0.000 0.004 ee.Q,421 0.001 (0.006) (0.004) (5.504) 0.003) (0.007) 0.004)

[‘0.003,00211 [-0.000 - 0.0141 [-0.068,5.065] [‘0.062,0.010] [-0.035-0.007] [‘0.066,0008]

Father Education -0.008 ‘0.060” -0.004 -0.054 ..e0019 0.065’ (0.004) [0.003) [0.003) (0.062) (0.004) (0.062)

[-0.016 - 0.040) )-0.014 -0.003] [‘0.010,0.001) [-0.009,0.000] [0.011, 0.028] [0.001 - 0.009]

Mother Educatioe 0.067 -0001 ‘0.006’ 0.005’ 0.507 0.002 0.004) 0.003) 0.503) (0.002) (0.504) (0.002)

[‘0.016,0,001) [-0.007,0.004] [‘0.011, -0.001) [0.061 - 0.510) [-0.001,0.016) [-0.002,0.006]

urban Leceeien ‘0.012 -0.005 -0.025 ‘0.068 0.033 0.016 [0.020) (0.013) (0.013) (0.011) (0.023) (0.011) [-5.051 .0.027) [-0.030,0.019] [-0.049,0.000) [-0.030, 0.015) [-0.011, 0.077) )-0.006,0.038]

015 ‘0o33ee. 0075 Cogetlue Ability(0-Score) ‘0.050” e0 0.507 ee. 5e5,532 (0.010) ,(0.050) (0.006) (0.005) [0.011) , (0.006) [-0.087-0.0491 [-0.020-0.003] [-0.046, -5.521] [-0.004,0.017] [0.057,0.099] [0.020,0.043]

LeousefControl -0.014 ‘0.000 0.011 ‘0.003 0.008 0.006 (0.019) (0.010) (0.012) [0.011) (0.021) [0.011)

[-0.051 - 0.022) [-0.029,5,052) [-0.013,0.035) [-0.024,0.018] [-0.033,0.043) [-0.016,0.028]

self Concept 0.000 0.010 -0.001 ‘0.004 -0.020 0.015 (0.017) (0.010) [0.011) (0.010) (0.010) [0.010) [‘0.033,0.033] [-0.009,0.029] [‘0.022,0.020) [-0.023,0.015] [-0.006,0.010) [-0.065,0.035]

Noc-Cognroceitbility)EICIERNAL) -0.102” -0.030’ -0.020 ‘0.015 0.165’.’ 0.002 (0.026) (0.014) (0.017) (0.015) (0.035) (0,020) [-0.153-OOS1] [-0.058, -0.002] [-0.054 .0.013] [‘0.044,0.013] [0.0970.233) [-0.537, 0.940]

Olech-rot Hiepaeic -0.036 0.044 -0.022 0.016 0.030 -0.033 (0.035) (0.027) (0.021) (0.023) (0.044) (0.010) [-0.1050.033] [-0009,0.097] ]-0.064,0.0201 [-0.029,0.062) l-0.030,0.116) [-0.968,0.063]

Aslee or Pacific Isleeder ‘0.020 ‘0.032 0.007 -5.011 0.031 0.026 [0.030) [0.020) (0.025) (0,020) (5.040) (0.020) ]-0.095,0.055] [-0.072,0.008] ]-0.042,0.05Sl ]-0.050,0.027] [-0.0480.109] [-0.014,0.066]

Aispaeic or Latioo 0.024 0.019 -0.002 0.024 -0.049 -0.015 (0.029) [0.019) (0.017) (0.021] [0.035) (0.017)

[-0.033,0.001] [-0.018,5.0561 [‘0,037,0.032] [-0.017,0.065] [-0.110 - 0.021] [-0,049,0.018]

Observatloes 2400 2400 2400 2450 2400 2400 Standard errors Ceparentheses. 95-percent confidence ieeersals in square brackets. Somber of sbnewatla on is roesded to the eearesf 10. eec pv0 041 - “pcs.Ol, ‘p

- 53 - TABLEN3.1D: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Post-Secondary Education Attained by 2000; Moltinomial Logit Sea: Male; Conditional on Attending My POEInstitatlon by 1994 (1) (2) (3) (4) (5) (9) Associates MoreThanTwo Earhelor’s One Yearor Less Twnor LnssYears tlradaote Ongree Dnorno Yoars Degree

College Varsity Athlete -0.123’°° -0.009 -0.043” 0.010 3.155’” 0.010 (0.024) (0.017) (0.015) (0.016) (0.020) (0.015) [-0.170, -0.076) (-0.042,0.025) [-0.073, -0.014) [-3.022, 0.042) (0.030,0.213) (-0.019, 0.039)

Single-Parent Hoosalteld 0.041 0.022 -0.012 0.319 -0.062’ -0.007 [0.022) (0.014) (0.014) (0.013) (0.025) (5.012) [-0.503, 0.005) [-0.005,0.003) [-0.040, 3.015[ [-0.007, 0.045) (-0.110, -0.014) [-0.032, 0.017)

Family Iscome ($106) -0.003 -0.007’ -0.004 -0.003 0.017°” 0.001 (0.004) [0.003) (0.003) (3.002) (0.003) (0.031) [-5.010, 0.004) (-0.012-0.001) [-0.010, 0.001) [-0.007, 0.001) [0.011,0.023) [-0.002,0.003)

Family Income Enlow Pooerty Line 0.018 -0.019 -0.026 0.017 0.002 0.006 (0.036) (0.017) (0.018) (0.022) (0.049) (0.031) [-0.057, 0.092) [-0.052,0.013) [-0.001,0.010) [-0.025, 0.060[ [-0.095,0.099) [-0.053, 0.068)

Number of Sibliogs 0.009 0.007 0.000 0.004 .0.021*: 0.001 (0.006) (0.304) (0.004) (0.003) (0.007) (0.004) [-0.003,0.021) [-0.000,0.014) [-0.007,0.003) [-0.002,0.010) [-0.035-0.007) [-0.006, 0.000)

Father Education -0.007 -0.008” -0.004 -0.004 0.019” 0.005’ (0.904) (0.003) (0.003) (0.002) (0.004) (0.002) [-0.015,3.000) [-0.014, -0.003) [-0.009, 0.001) [-0.009,0.000) [0.011,0.027) [0.001,0.009)

Mother Education -0,007 -0.002 -0306’ 0.005’ 0.007 0.002 (0.004) [0.063) [0.003) (0.002) [0.004) (0.052) [-0.015,0.002) [-0.007, 0.004) [-0.011-0.061) [0.001,0.013) [-0.002.0.016) [-0.002,0.006)

Urban Location -0.008 -0.004 -0.024 -0.008 0.029 0.016 (0.023) (0.013) (0.013) (0.011) (0.022) (0.011) [-0.047, 0.031) [-0.029. 0.020) [-0.049,0.000) [-0.030, 0.014) [-3.015,0.373) [-0.006, 0.038)

Cognition Ability )Z-Scorn) -0.066°’ * -0.015’ -3.033” 0.007 0.076” 0.032” (0.013) (0.056) (0.306) (0.055) (0.011) [0.006) [-0.085-9.547) [-0.028, -0.003) [-0.045, -0.020) [-0.004, 0.017) [0.056,0.307) [0.020,0.043)

Locosof Cootrol -0.014 -0.059 0.012 -0.903 0.007 0.006 (0.019) (0.010) (0.012) [0.010) (0.021) (0.011) [-0.050.0.023) [-0.029,0.012) [-0.012, 0.035) [-0.023,0.018) [-0.033, 0.046) [-0.016, 0.028)

Self Concept 0.001 0.016 -0.000 -0.004 -0.021 0.015 (0.017) (0.010) (0.011) [0.010) (0.018) (0.010)

[-0.032, 0.033) (-0.010, 0.029) [-0.321, 0.020[ [-0.022 - 0,015) [-0.087,0.014) [-0.005,0.035)

Non-Cognition Ability (EXTENNAL) -0.097” -0.030’ -0.019 -0.014 0.150°°’ 0.002 (0.026) (0.015) (0.017) (0.015) (5.034) (0.020) [-0.148, -0.046) [-0.058, -0.001) [-0,052,0.015) [-0.043,0.014) [0.001,0.226) [-0.037, 0.040)

tiack - not Hispanic -0.034 0.044 -0.019 0.017 0.025 -0.033 (0.035) (0.027) (0.022) (0.024) (0.043) (0.010) [-0.103,0.036) [-0.089, 0.096) [-0.061, 0.024) [-0.029,0.064) [-0.060, 0.110) [-0.068, 0.002)

Asian or PariHc Islander -0.018 -0.031 0.005 -0.013 0.029 0.026 [0.039) (0.021) (0.024) (0.019) (0.040) (0.020) [-0.093, 0.057) [-0.071, 0.010) [-0.043,0.053) [-0.301,0.025) [-3.049,0.108] [-0.014, 0.066)

Hispanic or Latino 0.020 0.017 -0.004 0.924 -0.042 -6.013 (0.029) (0.016) (0.017) [0.021) (0.036) (0.017) [-0.037,0.075) [-0 018,0.053) [-0.038,0.029) [-0.017,0.065) [-0.112,0.028) [-4.049,0.019)

Observations 2409 2400 2409 2400 2400 2400 Standard errors in parentheses. 05-percent confidence intervals in square bracbets. Number of observations is rounded no nbc naorost 10. p<0.001, °° 540.01, • p<0.05 Enspoedents not identifying themsoloes as Asian or ebcb or Hispanic are the eododed category. For discrete [binary) variables, the competed change (dy/do) is for a discrete change in the nolan of the variable. Source: NELl.

- 54 - TABLEN3.1E: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent variable: Post-Secondary Education Attained by 2000; Muitinomial Logit Sex: Male; Cenditienul on Attending Any PAt institution by 1994 (1) (2) (3) (4) (5) (61 Associate’s More Than Two One Year or Less Two or LessYears Sachelor’s Settee Sraduate Degree

College Varsity and HAIrSchool 80/Fe Varsity Athlete ‘0.106°” -0.010 -0.029 -0.001 0.124°” 0.023 (3.330) (4.021) (0.019) (3.319) (0.031) (3.021)

(-0.169, -0.047] [-0.051 0.0311 [-0.067.0.099] [-0.038 083t] [0050 0.190] [-0.019 - 0.0641

College VursityAtblese Non ge/Fe -0.142°” -0.066 -0.065°” 0.026 0.194°” -0.066 (0.034) (0.026) )OXKit) (0.020) (0.042) (0.019) 1-0.200, -0.076] 1-0.050, 0.505) l-0.100,-0.030] [-0.029,0.0011 10.111,1.276) 1-0.0430.031)

tisgie-Purest Household 0.041 0.022 -0.012 0.019 -0.062° -0.007 (0.022) (0.014) (0.014) (0.013) [0.025) (0.012)

[-0.003,0.005] (-0.005 0.040] (-0.040, t.Oltl [-0.007 - 0.045] [-0.110, -0.014] 1-3.032,0.017)

Family Income )$OOK) -0.003 -0,087 -0.004 -0.003 0.017°” 0.001 (8.004) (0.003] (0.003) (0.002) (0003) (0,001)

[-0.010 - 0.004] F0.012,-0.OOll 1-0.010, 0.0011 (-0.007,0.001] [0.011,0.023] [-0.002 - 0.003]

Fum4ylncomonelowFocertyLino 0,010 -0.020 -0.025 0.017 0002 0.008 (0.030) (0.017) (0.010) (0.022) (0.049) 10.031)

[-0.057, 0.093) [-0.052 - 0.013] [-0,061,0,010] [-0.026. 0.059] (-0.095 - 0.098] [-0.053.0.0691

tomber of Sib]iegs 0.009 0.007 0.000 0.004 -0 021°° 0.001 (0.006) (0.004) (0.004) (0.003) 0.007) (0.004)

[-0.003,0.021] [-0.000,0.0141 [-0.007,0.008] [-0.002,0000] (-0.035 - -0.007) (-0.006 - 0.000]

Father Edooaton -0.008 -0000°° -0,064 -0.004 0.019°” 0.345° (0004) (0.003) (0.003) (0.002) (0.004) (0.002)

[-0.015 - 0.000] [-0004-0203] [-0010,0201] (-0009, 0.000] 0.011 - 0027] [0091,0349]

Mother Eduoasioo -0007 -0.022 .QQQ55 0.095° 0.007 0.002 (0.344) [0003) (0003) [0.002) (0.064) (0.002)

[-0.015,0202] (-0 007, 0.004] [-0.011, -0.] [0.001 - 0.010] -0.002,0.016] [-0.002, 0.006]

trbae Location -0.000 -0.004 -0.024 -0.008 0.020 0.017 (0.020] (0013) (0.013) (0.011) (0022) (0.011) [-0.047,0.031] -0.029,0.020] [-0.040,0.061] [-0.030,0.014] [-0.016,0.072] [-0 006 .0.039] Cognftice Ability 2-Scorn) -0.066”° -0015° -0.0377°° 0.006 06Q•ssu 0.032°” (0.010) (0006) (0.006) (0.000) J (0.011) (0.006) [-0 085, -0.047] [-0.024,0.063) [-0.045 -0.020] [-0204,0.017] [0.055,0.097] [0.021.0.3431

Locus ci Control -0.014 -0000 0.011 -0002 0.009 0.005 (0.019) (0.010) (0.012) (0.011) (0.021) (0.011)

[-0051,0.022] (-0.029,0.012] (-0.013,0.034] [-0.023,0.019] (-0,031 - 0.0501 [-0.017, 0.027[

Self Cotceyt 0.000 0.010 0,000 -0.004 -0.022 0.015 (0,017) (0.010) (0.011) (0.010) (0.010) (0.010) ]-0.031,0.034( 1-0.010,0.029] [-0.020,0.021] [-0.023,0.015] [‘8.858,0.013] [-0.005,0,035]

Non-CegnltloeAbllity(LICIERNAL) -0.097°” -0.030° -0,018 -0.014 0.157°° 0.002 (0,026) (0.015) (0.017) (lOSS) (0.034) (0.020) [-0.148, -0.046] [-0.058, -0.001] [-0.052,0.015] (-0.043,0.014] [0.090,0.225] [-0.037,0.041]

Olack-not Hispanic -0.036 0.044 -0.021 0.019 0.028 ‘0.035° (0.035) (0.027) 10.0211 (0.024) (0.043) [0.017) (-0.105,0.033] [-0.009,0.097] (-0.002,0.021] [-0.028,0,006] [-0.057,0.113] 1-0.069, -0.001]

Asian or Pacioo Islander ‘0.010 -0.031 0.000 -0.013 0.020 0.027 (0.038) (0.021) (0.025) (0.019) (0.040) (0.020) (-0.093,0.057] [-0.071,0.010) [-0.042,0.004] (-0051,0.020] [-0.050, 0.100] [-0013,0.007]

Hispuo:c or Lasioo 0.828 0.010 -0.064 8.028 -0.040 -0.014 (0.029) )0.018( (0.017) (0.021) (0.036) (0.008)

[-0 037, 0.077] [-00180.053] (‘0.838,0.038] [-0.017,0.054) (-0.113 - 0.0271 [-0.049.0.020]

Ohsorcutoos 2400 24110 2400 2400 2409 24110 Standard errors in porestheons. 95-porceot confidence inferoals in square Arncbeto.Number of ohceroutons is rounded to the nearest 10. pot.341, s5 p00.01, u y<0.0S teopondents not ldeotlfylegthewoeloeo us Asian en Blackor Hispanic are the ecciuded cotegony. For discrete (bioury] oariab]es, the composed change (dy/do) 68cr u discrete cheegn in the colon of theoaooble. Source: NELl.

- 55 - TABLEN3.2A: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Post-Secondary Education Attained by 2000; Multinomiai Logit Sex: Female; Conditional on Attending Any PSE Institution by 1994 (1) (2) (3) (4) (5) (6) Associates More Than Two Bachelors One Year or Less Two or Less Years Graduate Degree Degree Years Degree 060 Single-Parent Household 0rv 0,027 -0.014 0005 -0.062 -0.015 ,(0.019) (0012) [0.012) (0.011) (0.021) (0.01.2) (0023 0.096] (0.003 00511 [-0037, 0.0101 [-0017 0,026] [-0105 -0.020] [-0.039, 0.009]

Family Income ($100) -0.006 -0.004 -0.007 0.001 0.014* 0.001 (0.003) (0.002) (0.003) (0 051) (0.003) (0.001] [-0,013 0.000] [-0.008 0.001] [-0.012, -0.001] [-0.001, 0.004] [0.006 0.020] [-0.001, 0.004]

FamilyIncome Below Poverty Line -0.025 0.005 -0.003 0.001 -0.001 0,023 (0.025] (0.016) (0.019) (0.016) (0.041) (0.031) [-0.075, 0.024] [-0.026,0.0361 [-0.030,0.034] 1-0.030,0.033) 1-0.081, 0.078] [-0.038, 0.084]

Number of Siblings 0,010 -0.001 -0.007 0,007* -0.006 -0.004 (0.005] (0.003) (0.004) (0.003) (0.006) (0.003) [-0.000, 0.020] [-0.007,0,005) [-0,014, 0.001) [0.001,0.013] [-0.018,0.006] [-0.010,0.003]

Father Education -0.019” -0.000 :0.006* 0.000 t.019*** 0,006** (0.004) (0002) (0.003) (0.002) (0.004) (0.002) [-0.027, -0.011] [-0,005 0.004) [-0.011,-0.000[ [-0.004,0.004] [0.011,0.027] [0.001,0.010]

Mother Education -0007 -0.005 -0.000 -0.002 0015* 0,003 (0.004) (0.003) (0.003) (0.002) (0.004) (0.002) [-0.016,0.001] [-0.010,0.000] [-0.006, 0.005) [-0.007, 0.003) [0.003,0,020] 1-0.001, 8.008]

Urban Location 0.001 0.512 -0.012 -0.005 0,004 -0.000 (0019) (0.012) (0.013) (0.010) (0.020) (3.011] [-0.336, 0.038) 1-0.012,0.037] 1-0.037, 0,013] [-0.024, 0.015) -0.036,0.043] [-0.021,0,021]

Cognitive Ability )Z-Score) O,033n** 100 0,040n** -0.088W” :3.019 -0.000 0*rv (0.010] (0.006) (0.007] (0.005) , (0.010) (0.006) [-0,106, -0.069) [-0.031,41008) [-0.045, -0.020] [-0.011,0.010] [0.0800.120) [0.028,0.052)

Locus of Control 0.051** -0.017 0.023* 0.002 3.030 0.004 (0.016) (3.009) (0.011) (0.009) (0.020) (0.011) (-0.081-0.020] [-0.035,0.002] [0.002,0.045] (-0.016,0.019] (-0.000,0.076) [-0.017,0,026)

Self Concept 5.051 3.008 -0,017 -0.004 0.017 -0.005 (0.014) (0.009) (0.009) (0.009) (0.317] (0.009) [-0.027,0.028] (-0.010,0.026] [-0.034,0.001] [-0.021,0.013] [-0.015, 0.050] (-0.023,0.0131

Non-Cognitive Ability (EXTERNAL) 0,172nn* 0,O4lnn -0.010 -0.023 3,154*** 0.080*0 )0.029) (3.016) (0.021] (0.018) (0.044) (0.031) [-0.228-0.116] [-0.072-3.311] [-0.051, 0.031) [-0.055 0.016] [0.068,0.241] [0.027,0.150)

Black - not Hispanic -0,033 0034** -0.011 0,042 0,007 0,029 (0.025) (0.011) (0.019) (0.023) (0.037) (0.027) [-0.083, 0.017) [-0.055,-0.013) [-0.047, 0.026) [-0.004,0.087] [-0.066,0.080] 1-0.023,0.081]

Asian or Pacific Islander 0,Otl :0.036* :0049* 0.003 0,050 0.031 (0.037) (0.016] (0.019] (0.022) (0.038) (0.019) [-0.072,0.074] [-0.066, -0.005] [-0.387-0.011) [-0.040,0.346] [-0.025,0.125] 1-0.007,0.068]

Hispanic or Latino -0.009 -0.007 -0,001 0.021 -0.017 0,014 (0.023) (0.013) (0.016) (0.016) (0.031) (0,023) [-0.054,0.036] [-0.032, 0.018) [:0.034, 0.031] )-0.011,E.052] [-0.578, 0.045] (-0.031,0.050]

Observations 2860 2860 2860 2860 2860 2860 Standard errors in parentheses. 95-percent coofidence intervals in square brackets. Number of observations is rounded to the nearest 10, p’cO.OOl, ** p00.01, * p<3,05 Respondents not identifying themselves as Asian or Black or Hispanic are the eocluded category. For discrete (binary] variables, the computed change (dy/do) is for a discrete change in the value of the variable. Source: NELl.

- 56 - TABLEN3.2B: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Post-Secondary Education Attained by 2000; Multinomlal Logit Sex: Female; Conditional on Attending Any PSEInstitution by 1994 (1) (2) (3) (4] (5) (6) Associate’s More Than Two Bachelor’s One Year or Lest Two or LessYears Graduate Degree Deoree Years Deornn

High School Sophomore Varsity Athlete -0.064°” -0.005 0,006 0.01B 0.075”’ 0.006 (0.016) (0.009) 10.011) (0.809) (0.018) (0.010] [-0.095,-0.034) [-0.023,0.014) [-0.016, 0.027] [-0.036, -0.001] [0.641,0.116] (-0.013, 0.020]

Single-Parent Household 0.057” 0.026° -0.014 0.004 -0.059” -0.015 (0019) (0.012) (0012] (0.011) (0021) (0.012) [0021,0.094) (0.802, 0.050] [-0.037, 0.010] [-0.017. 0.025] [-0.101-0.017] [-0.039, 0.009]

Family Income ($100) -0.006 -0.004 .0.007* 0.002 0.013”° 8.081 (0.880) (0.002) (0.003) (0.001) (0,003) (0.001) (-0.012,0.001] [-0.008, 0.001] (-0.012-0.001] 1-0.001,0.004] (0.009,0.019) [-0.001, 0.0041

Family Income Below Poverty Line -0.020 0,004 -0.002 0,001 0.003 0.023 (0.025) (0.016) (0.019) (0.016) (0.040) (0.031) (-0.077, 0.021] [-0.026, 0.035] (-0.039, 0.034] [-0.030, 0.031] [-0.076, 0.081] [-0.038,0.004]

Number of Siblings 0.010° -8.001 -8.006 0,007* -0.007 -0.504 (0.005) (0.003) (0.004) (0.003) (0.006) (0,003) 10.090.0.020) [-0.007,0.005) [-0.014.0.0411 [0.091.0.013] [-0.019,0.095) [-8.010, 0.003]

Father Edsoatioo -0.018°” -0.000 -0.036° 0.000 0.013°” 0.006” (8.804) (0.802) (0.003) (0.802) (0.004) (0.002) [-0.026. -0.011] [-0.005, 0.004] (-0.011, -0,000] [-0.004, 0.004] (0.011,0.027] (0.801.0.010]

Mother Educa0on -0.006 -0.005 -0.050 -0.002 0.009° 5.003 10.004) (0.0031 (0.003) (0.002) (0.004) (0.002) [-0.014,0.002] [-0.010,0.801] [-0.006, 0.003] [-0.007,0.003) [0.001.0.018] [-0.002, 0.008]

Urban Location -0.003 0.012 -0.012 -0. 0.009 0. (0.019) (0.012) (0.013) (0.010) (0.020) (0.011)

(-0.039.0.034] (-0.812,0.036] (-0.037, 0.013) [-0.025 • 0.014] [-0.032, 8.0461 [-0.021,0.021)

Cognitive Ability (Z-Score) .0.087°” .0,01900 -8.033°” -0.000 0,099”° 0,040*0* (0.889) (0.006] (8,087) (0.005) (0.010) (0.006) ]-0.105,-0.068] [-0,031, -0.008] [-8.046, -0.020] [-0.011.0.010] 10.079 .0,119) [0.028,0.052)

Locus of Control .0.0490* -0,017 0.023* 0.002 0,036 0.004 (0.016) (0.009) (0.011) (0.0091 (0.020) (0.011) [-0.000, -0.019] [-0.035,0.002] [0,002,3.045) [-0.015,0.020) [-0.002,0.074) [-0,018, 0.026]

Self Concept 0.005 0.009 -0.017 -0,003 0,013 -0.006 (0.014) (0.009) (0.009) (0.009) (0.017) (0.009) [-0.023,0.032] [-0.009,0.026] [-0.035,0.801] [-0.020, 0.014) [-0.020,0.045] (-0.024, 0.012]

Non-Cogoftive Ability (EXTERNAL) ‘0.166°°° -0.041°° -0,809 -0.018 0.147°” 0.087” (0.028] (0,016] (0.021) (0,018) (0.044) (0.031) 1-0.222-6.111] [-0.071, -0.010] [-0.050,8.032] (-0.053,0.017] [0.061,0.233] [0.026, 0.149]

Black- not Hispanic -0.042 -0.035°° -0.011 0.036 0.020 0.031 (0.025] (0.011) (0.019) (0.022) (0.038] (0.027] [-0.090,0.007] (-0.056, -0.014] [-0.047,0.026) [-0.807,0.079] [-3.053,0.804] [-0.623, 0.084]

Asian or Pacific Islander -0.006 ‘0.036° -0649° -8.000 0.066 0.032 (0.036) (0.015) (0.019) (0.021) (0.038) (0.019)

[-0.078, 0.065] [-0.066-0.006) [-0.087-0.011] [-0.042 • 0.042) (-0.015,0.134) [-0.004,0.070)

Hispanic or Latino .0.014 -0.008 ‘0.002 0.010 -6.610 0.015 (0.023) (0.013) )0.016) (0.016) (0.031) (0.023) (.0.059,6.030] [-0.032,0.017] [-0.034, 0.031] [-0.013,0.049] [-0.071, 0.052] [-0.035, 0.060]

Observations 2860 2860 2960 2860 2060 2860 Standard errors in parentheses. 95-percent confideoce intervals in square brackets. Number of observations is rosndnd to the nearest 10. °oo p<001 °° pvO.Ol, * 05p

- 57 - TABLEN3.2C; College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Post-Secondary Education Attained by 2000; Multinomial Logit Sex: Female; Cenditioeai en Attending Aep POEInstitution by 1994 (1) (2) (3) (4) [5) (e) Asnoo:ota’s More Than Two One Year or Less Two or LessYears taohelnr’r Degree Oradnete Degree

elghlohoelSophemomutVnruityAthlnte .0343* 4,533** 3.012 -0.025 3,343*5* 3.304 (0.021) [0 011) (0.017) (0.011) [0.027; (0.016) [-0.089, -0.307) [-0.054, -0.012) [-0.322, 0.044) [-0.045, -0.304) (3339.0.144) [-0.027, 0.334)

HighSoheol Sophomore Noe 60 Varsity Athlete .4,999*5* 0.300 0.303 -0.014 0,069” 0307 [0.019) (0.010) [3.012) [0.309) (0.019) [0.010) [-3.101-0.037) -0.314,0.025) [-3.021,3.026) [-0.033,3.304) [0.032, 0.230) [-0.014,3.027)

Siogle-Faroet Household 3,5575* D.02T -0.014 0.054 -3.059 ‘0.015 [0.013) (3.012) (0.312) (0.011) (0.021) [0.012)

[0.021,3.393) [0.003 - 0.051) [-3.033, 0.310) [-0.017, 0.3251 [-t.101,-0.017( [-0.039, 0.000)

Fawilylorowe)$10c) -0.006 -0.004 ‘0.007° 0.302 0.013°° 0.001 (0.003) (0.002) (0.003) (0.001) [0.303) (0.001) [-0.012,0.301) [-0.349, 0.001) [-0.012-0.001) [-0.001, 0.004) [3,307,0.019) 1-0.341,0.304)

Family Inoowe telow Pooerty Line -0.028 0.005 ‘0.003 0.001 0.001 0.023 [0.025) [0.016) [0.019) [3.016) (0.040) [0.031) [-0,077, 0.020) [-0.026,0.037) [-0.039,0.034) [-0.030,0.032) [-0.070,0.300) [-0.038, 0.084)

Newberoflibliegs 0.010 -0.003 -0.006 0.007* -0.007 -0.004 [0.005) [0.303) [0.004) (0.003) [0.006) [0.003) [-0.030,0.020) [-0,346,0.0091 1-0.014,0.001) [0.341,0.0131 1-0.019,0.005) [-0.010,0.003)

Father Eduoatios -0.010°” -0.000 .33595 0043 t019°°° 5439*0 [0.004) (0.002) (0.003) [0.002) [0.304) [0.002)

[-0.026-0.011) [-0.345,0.004) [-0.011 - -0.030) -0.004,0.004) [0.011,0.027) [0.001,0,010)

Mother Fduruone ‘0.006 ‘0.005 ‘0.000 -0.302 3,353* 0.003 [0.004) 0.341) [0.003) (0.342) [0004) [0.342) [-0.014,0.003) [-0.010,0.) [-0.346,0.345) [-0.347,0.003) [0.001,0.018) )‘0.002,0.000)

Urban Looat:oe -0.002 0010 -0.011 -0.000 0.010 0.000 (0.019) (0.012) [0.013) [0.010) [0.020) [0.011)

1.0.338,0.035) [-0 014,0.033) [-0.036.0.014) [-0.026,1.013) [-0034,0000) [-0.021 - 0.021)

CegntioeAbil:ty(Z-Soore) .5547*5* -0020°°° ,5433*** -0.000 3599 0.040°” [0.349) [0.306) (0.307) [0.345) [0.010) (0.006) [-0.805-0.060) )-0.031 -0.340) [-0.046-0.020) [-0.011,0.010) [0079,0.119) )0.024,0.052)

Loousofcostrol .3,5495* ‘0.017 0.023* 0.002 0036 0.004 [0.018) (0.009) 10.0111 [0.009) (0.019) [0.011) [-0.0790.010) [‘0.035,0.002) 10.0020.045) 1-0.015,0.020) [-0.002,0.074) [-0.017,0.326)

Self Conoept 0.004 0.009 ‘0.017 -0.003 0.013 ‘0.006 [0,024) [0.009) (0.009) [0.009) [0.017) [0.009) [-0.024, 0.032[ [‘0.349,0.027) [-0.035,0.001) [-0.020, 0.014) 1-0.020, 0.045) [-0.024,0.012)

Non-Cognidoe Ability[0XFERNAL( 0.167*** ‘0,039° ‘0.010 ‘0.017 5,345*05 4,4380* [0.028) (0.015) (0.021) [0.010) [0.044) [0.031) [-0.223-0.112) [-0.070-0.004) 1-0.051,0.031) (‘0.052 .0.010) [0.000,0.233) [0.028, 0.149)

Elaoh‘not Hispanir -0.042 ‘0.034°° -0.011 0,037 0.019 0.031 (0.025) [0.011) [0.019) (0.022) (4.030) [0.027) [-0.091,0.006) (-0.355 ‘0.012) [-0.048,0.029) [-0.346,0.000) [-0.054,0.093) [-0.023,0.084)

As:an or Paoifir Islander ‘0.007 -0.036° -0049° -0.340 0.060 0.031 [0.036) (0.015) [0.019) (0.021) (0.038) [0.019)

[-0.070,0.065) [-0.096 - ‘0.009) [-0.347, -0.011) [-0.342,0.042) 1-0.015,0.13S) [-0.346,0.069)

Hispss:r or Lat:eo -0.010 ‘0,009 -0.001 0.016 ‘0.009 0.015 (0.023) [0.012) [0.016) [0.018) [0.031) (0.023) [-0.054,0.031) -0 033,0.015) 10.034,0.031) [‘0.013,0.346) [-0.070,0.052) )-0.030, 0.060)

Obsoroations 2860 2660 2860 2060 2660 2860 Standard errors is parerth. fS’pmoert orefideere isteroals in sqoore brackets, Nowber of obsemeSers Is rnusded to the oeerest 10, see po3 303 ** p34.01, * p<0.05 Eespoedoets not Idnrofylrg thewseloes as Asian or Olaokor eispasio ore the oorluded oetegory. For disorrte (binary) oariables, the oowputed change (dy/do)is for a dbsrete charge in the oalue of theoeheble. Souroe: SELl.

- 58 - TABLEN3.2D: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Pout-Secondary Education Attained by 2000; Maltieamlal LogS Sex: Female; Conditional oe Atteedieg Any P06 InstItution by 1994 (1) (2) (3) (4) (5) (6) Associate’s Mere Two tauhelor’s One Year or Less Twa er LessYears Graduate Degree

CellegevaraityAthlete .00005*0 .0.057 0.376°°° 0.001 0.223°°° 0.016 (0.033) (0.010) (0.013) (0.021) (0.039) (0.019) [-0.172, -0.044] [-0.077, -0.037] [-0.102 -0.049] [-0.040, 0.042] [0.146,0.300] [-0.021, 0.004]

Single-Parent Household gg57se 6.826° -0.035 0.004 -0.059” -0.014 (0.019) (0.012) (0.012] 10.011) (0.021) (0.012) [0.021. 0.094] [0.002,0.949] [-6.036, 0.009] [-0.017, 0.025] [-0.105, -0.017] [-0.030, 0.010]

Family Income ($108) -0.006 -0.003 -0.006° 0.001 0.013°°° 0.001 (0.003) (0.002) (0.003) (0.001] (0.903) (0.941) [-0.010, 0.000] [-0.009, 0.001] [-0.012, -0.001] [-0.001, 0.004] [0.008, 0.019] [-0.001, 0.004]

Family Income Below Poverty Use -8.023 6.086 -0.002 0.801 -0.005 0.023 [0.025] (0.016) 10.019] [0.016) (0.040) (0.031) [-0.672,0,026] [-0.025,0.037] [-0.038, 0.035] [-0.030, 0.032] [-0.083,0.073] [-0.038, 0.083]

Number at Siblings 0.010 -0.001 -0.006 0.007° -0.006 -0.004 (0.005) (0.003) (0.004) (0.003) (0.006) (0.003) [-0.094,0.020] [-0.007,0.005] [-0.014, 0.001] [0.001,6.013] [-0.018, 0.006] [-0.010, 0.003]

Father Education -0.018°° 0.000 -0.008 0.660 0.018°°° 0.006” [0.004] (0.002] (0.943] (0.002] (0.004) (0.002) [-0.026, -0.811] [-0.005,0.005] [-0.011, 0.000] [-0.004, 0.004] [0.010, 0.026] [0.001,0.010]

Mother Education -0.007 -0.004 0.006 -0.302 0.010 0.083 (0,004) (0.003) (0.003] (0.002) (0.004) (0.002]

[-0.010, 0.602] [-0.010, 0.001] [-0.005 - 0.006] [-0.007,0.003] [0.001,0.010] [-0.042,0.008]

Urban Locatios -0.000 0.012 -0.013 -0.606 0.006 -0.000 (0.019) (0.012) (0.013] (0.010) (0.020) [0.011) [-0.037, 0.036] [-0.012, 0.036] [-0.038, 0.012] [-0.024, 0.015] [-0.033,0.045] [-0.021,0.021]

Cognitive Ability (2-Snore) -6.067°°° -0.0l9 -0.032°°° 0.000 5,999500 4505000 (0.010] (0.006) (0.007) (0.005) (0.510) (0.006) [-0.106-0.068) [-0.031, -0.007] ]-0.945,-0.019] [-0.011, 6.011] [0.079,0.110] [0.020,0.052]

LorosofCustrul -0.5S2°° -0.017 0.023° 0.002 0.340° 0.005 (0.016) (0.909) (0.011) (0.669) (0.019) (0.011] [-0.062 - -0.021] [-0.036,0.661] [0.001,0.944] [-0.016,0.019] [0.002,0.078] [-0.017,0.026]

Self Concept 0.003 0.310 -0.015 -0.004 0.012 -0.006 (0.014) (0.009) (3.949) (9.069) (0.016) (0.949) [-0.024,0.031] [-0.008, 0.027] [-0.639,0.003] [-0.021,0.013] [-0.020,0.944] [-0.024, 0.012]

Non-Cognition Ability (EXTERNAL) -0.169°°° -0.040°° -0.008 -0.019 0.148°°° 0.000°° (0.026) (0.016] (0.021) [0.010) (0.043) (0.031) [-0225-0.113] [-0.071, -0.010] [-0.949,0.033] [-0.054, 0.016] [0.063,0.233] [0.026, 0.149]

Blach - net Hispanic -6.033 -0,034°° -0.011 0.042 0.000 0.029 (3.325) (0.011) (0.019) (0.023) (0.337) (0.027) [-0.003,3.016] [-3.555-9.413) [-0.047,0.025] [-0.094,3.305] [-0.065,0.001] [-0.023,0.001]

Asian or Pacific Islander -0.003 -0.036° 3.945°° 0.002 0.057 0.031 [0.536) [0.015] (0.019] [0.022) (0.036) (0.019) [-0.075,0.080] [-0.066-0.007] [-0.037, -0.013) [-0.041,0.945] [-0.010, 0.131] [-0.667,0.046]

Hisyaniu or Latino -0.312 -0.000 -0.003 0.324 -0.012 0.014 (3.323) (0.012) (0.016) (0.016) (0.031] (3.023) [-0.057,6.013] [-0.033,0.016] [-3.334, 0.029] [-0.011,0.052] [-0.073,0.049] [-0.031,5.059)

Obsoroatiuns 2060 2660 2860 2860 2860 2860 Standard errors in parentheses. 93-portent cenfidenra intervals in utuare brackets. Number of observations is rounded to the nearest 10. ass itc600l, 0pc01 * y<0.05 Respondents set identifying., themselves as Asian or Olachnr Hispaoir are the encloded category. For discrete (binary) variables, the romyctod chenge (dy/do) is Eara discrete change in the value of the oa4ohle. Source: NtIS.

- 59 - TABLEN3.2E: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Pest-Secondary Education Attained by 2000; Maltinomial Lnglt Sex: Female; Canditioxal ax Attending Any P09 Institution by 1994 (1) (2) (3) (4) IS) (6) Arsenate s Morn Than Two One Year or Less Two or LessYears Eacheler’s Degree Graduate Degree

CnllegeynruityanditlghSnhon)BxVarsityAthlete 0643

College Varnlty6thlnre Nne ES .0.084’ ‘0.080” -0.070” 0.021 0.205” ‘0.013 [0.042) (0.010) (0.014) (0.029) (0.047) (0.020) [‘0.167-0.001) [‘0.079,0.022) (-0.106-0.000) ‘0.035, 0.077) (0.113,0.207) [‘0.002,0.020)

Single-Fumes Hxusehnld 0050” 0.026’ ‘0.015 0.005 ‘0.006” ‘0.015 (0.019) (0.012) (0.012) (0.011) (0.021) (0.012) (0.020,0.004) [0.002.0.049) [-0.030,0.004) [-0.016, 0.026) [‘0.099, ‘0.017) (-0.039,0.000)

Famflylncnme)S10t) ‘0.006 ‘0.003 -0.OOP 0.001 0.014”’ 0.001 (0.003) (0.002) 0.003) (0.001) (0.003) 0.001) [-0.013,0.800] (-0.040,0.001] [-0.012, ‘0.001] 1-0.001,0.004) 10.080,0.019] [-0.001, 0.003[

FamilylncnmetelxwFunertytlne ‘0.023 0.006 -0.001 0.001 ‘0.000 0.023 (0.020) (0.006) (0.019) (0.016) (0.540) (0.031)

[‘0.073,0.026] [‘0.025,0.037] [-0.030, 0.030) [-0.030,0.032] 1-0.083,0.0731 [-0.030 - 0,004)

Number of Siblings 0.010 -0.001 ‘0.006 0.007 -0.806 -0.004 (0.005) (0.003) (0.004) (0.003) (0.006) (0.003) [-0.000,0.020) ].0.007,0.005) [-0.014, 0.001[ ]0.001,0.013) [‘0.010,0.006) 1-0.001,0.003)

Father Education -0.018” 0.000 ‘0.005 0.000 0.010”’ 0.005’ [0.004) (0.002) (0.043) [0.002) (0.004) (0.002) (‘0.026, -0.011) [‘0000,0.000] [-0.011, 0.) [‘0.004,0.004) [0.010, 0.026[ 10.001,0.010)

Mutlcertdnnatlne -0.007 -0.004 0. -0.002 0.010’ 0.003 (0.004) (0.003) (0.803) (0.002) (0.804) (0.002) ]-0.015,0.002) [-0.010,0.801] -0.025,0.006] [‘0.047,0.003] [0001,0.010] [‘0.001,0.XO[

Urban Lcrat:nn -0.001 0002 ‘0.013 -0.005 0.006 0.001 (0.019) [0.012) (0.013) (0.010) [0.020) (0.011) (‘0.037,0.036] [-0.01.3,0.036) [‘0.030,0.012) (‘0.024,0.014) [‘0033,0.549) [-0.020,0,022]

CognftiueAbility)Z’Scere[ 42.007” ‘0.019” ‘0.032” -0.000 0.090” 0.040” (0.010) (0.006) (0.007) (0.008) (0.010) (0.046) )-0.106,-0.068) [‘0.031, -0047) -0.045, -0.019) [‘0.011,0.010] [0078,0.110) 10.020,0.062)

LccusclCcnnml -0.051” ‘0.017 0.023’ 0.002 0.040’ 0.004 (0.016) (0.009) (0.011) (0.009) (0.019) (0.011) [-0.002, -0.021) -0.036.0.001] [0.001,0.044] [-0.016.0.019] [0.002,0.078) -0.017,0.026)

Self Concept 0.004 0.010 -0.019 -0.004 0.012 -0.006 (0.014) (0.009) (0.009) (0.009) (0.016) (0.009) (‘0.024,0.031) [-0.000,0.027] [-0.033,0.003] [-0.021.0.013) [‘0.020,0 044] 1-0.024.0.0121

Nnn-Cngnltlue Ability)EICIEENAL) -0.168’” ‘0.040’ ‘0.008 ‘0.018 0.149” 0.084” (0.028) (0.016) (0.021) (0.018) (0.043) (0.031) [-0.223-0.112) [-0.070-0.009) [‘0.049,0.033) [-0.053,0.017] 10.064.0.234] [0.024,0.145]

Elack-eot8lnpanln ‘0.033 -0.034” -0.011 0.042 0.007 0.029 (0.025) (0.011) (0.019) (0.023) (0.037) (0.027) [‘0.003,0.016] -0.055, -0.013] ]-0.047,0.025] 1-0.004,0.008) [-0.066.0.000) [‘0.023,0.001)

Aslae or Fanificln)onder -0.004 -0.036’ -0.050” 0.002 0.056 0.032 (0.036) (0.015) (0.019) [0.022) (0.038) (0.019) )-0.075,0.068) [-0066, -0.007) (-0.087, ‘0.013) 1-0.041,0.044) (-0.018,0.131) -0.006, 0.070[

H:syanic on Lutien -0.012 ‘0.060 ‘0.003 0.020 -0.012 0.010 (0.023) (0012) (0.016) (0.016) (0031) (0.023) [‘0.056,0.033) [‘0.033,0.016] [‘0.034,0.029] [‘0.011.0.052] [‘0073.0.049] [-0.031, 0.060]

Observations 2860 2860 2860 2060 2860 2960 Standard errors hr parentheses. 95’ynrcnesconfideece internals in squnre brackets. Number of obsemaonnn inrounded to the nearest 10. 13<0.001, “yoo.01, * yoo.05 Oesynudents not Identifying themne)nes as Odes ne Blackor Oisynnic are the occluded nntegnry. For discrete (binary) nariabins, the computed change (dy/do) is fore discrete change in the unlue of the oariahle. Source: NELl.

- 60 - TABLEN3.3A: College Graduation ‘ependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Mod Sex: Male; Conditional on Attending A Non-Profit 4-year PSE Institution by 1994 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.018 (0.024) [-0.030, 0.0661

High School Sophomore BB/FBVarsity Athlete 0.009 (0.027) [-0.045 , 0.0631

High School Sophomore Non BB/FBVarsity Athlete 0.029 (0.028) [-0.026, 0.084]

Single-Parent Household 0.083** 0.082** O.083** (0.031) (0.031) (0.031) [-0.144, -0.022] [-0.143, -0.021] [-0.144, -0.022]

Family Income ($1OK) 0.011’” 0.011” 0.011’’ (0.003) (0.003) (0.003) [0.006, 0.0161 [0.006, 0.016] [0.006, 0.016]

Family Income Below Poverty Line -0.040 -0.040 -0.039 (0.058) (0.058) (0.058) [-0.154, 0.074] [-0.154, 0.075] [-0.153, 0.076]

Number of Siblings 0.020* 0.020* 0.020* (0.009) (0.009) (0.009) [-0.037, -0.004] [-0.037, -0.004] [-0.037, -0.003]

Father Education 0.019*** 0.019*** 0.019*** (0.005) (0.005) (0.005)

[0.009 , 0.0291 [0.009 , 0.0291 [0.009 , 0.029]

Mother Education 0.007 0.006 0.006 (0.005) (0.005) (0.005) [-0.004, 0.017] [-0.004, 0.017] [-0.004, 0.017]

Urban Location 0.022 0.023 0.023 (0.025) (0.025) (0.025) [-0.026, 0.071] [-0.025, 0.072] [-0.026, 0.071]

Cognitive Ability (Z-Score) 0.061*** 0.061*** 0.061*** (0.013) (0.013) (0.013) [0.036, 0.086] [0.036, 0.087] [0.035, 0.086]

- 61 - TABLEN3.3A: College Graduation ependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Mod Sex: Male; Conditional on Attending A Non-Profit 4-year PSE Institution by 1994 (1) (2) (3) VARIABLES

Locus of Control -0.008 -0.008 -0.007 (0.024) (0.024) (0.024) (-0.055, 0.040] [-0.055, 0.040] [-0.054, 0.041]

Self Concept -0.000 -0.001 -0.001 (0.020) (0.020) (0.020) [-0.040, 0.040] [-0.041, 0.039] [-0.042, 0.039]

Non-Cognitive Ability (EXTERNAL) 0.137** 0.137** 0.136** (0.043) (0.043) (0.043) [0.053 , 0.222] [0.053, 0.222] [0.052, 0.221]

Black - not Hispanic -0.068 -0.068 -0.065 (0.053) (0.053) (0.053) [-0.172, 0.035] [-0.172, 0.035] [-0.169, 0.0401

American Indian or Alaska Native -0.295 -0.296 -0.295 (0.185) (0.185) (0.186) [-0.658, 0.068] [-0.658 , 0.066] [-0.660, 0.070]

Asian or Pacific Islander 0.043 0.044 0.043 (0.042) (0.042) (0.042) [-0.039, 0.126] [-0.038, 0.126] [-0.040, 0.125]

Hispanic or Latino -0.075 -0.076 -0.078 (0.046) (0.046) (0.046) [-0.165, 0.015] [-0.165, 0.014] [-0.167, 0.012]

Constant -0.275 -0.286 -0.277 (0,180) (0.180) (0.180) [-0.627, 0.078] [-0.638, 0.067] [-0.630, 0.077]

Observations 1,640 1,640 1,640 Adjusted R-squared 0.115 0.115 0.114 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 62 - TABLEN3.3B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.012 0.020 0.001 (0.025) (0.025) (0.027) [-0.038, 0.061] [-0.029 , 0.069] [-0.051 , 0.054]

HSSophomore Athlete * Black 0.096 (0.105) [-0.109, 0.301]

HSSophomore Athlete x Income Below Poverty Line -0.048 (0.115) [-0.273 , 0.176]

HSSophomore Athlete x Single-Parent Household 0.083 (0.065) [-0.046, 0.211]

High School Sophomore BB/FBVarsity Athlete 0.001 0.012 -0.011 (0.028) (0.028) (0.030) [-0.055, 0.056] [-0.044, 0.067) [-0.070, 0.048]

High School Sophomore Non BB/FBVarsity Athlete 0.024 0.031 0.016 (0.028) (0.029) (0.030) [-0.032, 0.080] [-0.025, 0.087] [-0.043, 0.076]

HSSophomore BB/FBAthlete * Black 0.106 (0.106) [-0.102 0.315]

HSNon BB/FBVarsity Athlete x Black 0.082 (0.218) [-0.346, 0.510]

HSSophomore BB/FBAthlete a Income Below Poverty Line -0.044 (0.122) [-0.284, 0.197]

HS Non BB/FBVarsity Athlete * Income Below Poverty Line -0.052 (0.157) [-0.358, 0.257]

HSSophomore BB/F6 Athlete * Single-Parent Household 0.102 (0.075) [-0.040, 0.245]

HS Non BE/FEVarsity Athlete * Single-Parent Household 0.059 (0.078) [-0.094, 0.211]

Single-Parent Household .0.083** .0.082** .0.140* 0.084** -0.083 .0,140* (0.031) (0.031) (0.055) (0.031) (0.031) (0.056) [-0.144, -0.022] [-0.143, -0.021] [-0.248, -0.031] [-0.145, -0.023] [-0.144-0.021] [-0.249, -0.031]

Family Income ($1OK( 0.011” 0.011’ 0.011” 0.011 0011” 0.011 (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.006 0.016] [0.006,0.016] [0.006, 0.016] [0.006,0.016] [0.006,0.016] [0.006,0.016)

Family Income Below Poverty Line -0.041 -0.008 -0.041 -0.041 -0.009 -0.042 (0.058) (0.096) (0.058) (0.058) (0.096) (0.058) [-0.155,0.072] [-0.195,0.180] [-0.155,0.073] [-0.154,0.073] [-0.197,0.179] [-0.156,0.073]

Number of Siblings .0.020* .0.021* .0.020* .0.020* .0.020* .0.020* (0.009) (0.009) (0.009) (0.009) (0,009) (0.009) [-0.037, -0.004] [-0.037, -0.004] [-0.037, -0.003] [-0.037, -0.003] [-0.037, -0.004] [-0.037, -0.003]

- 63 - TABLEN3.3B: College Graduation

Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.019*** 0.019’ 0.019 0.019* 0.019*** 0019*** (0.006) (0.005) (0.005) (0.005) (0.005) (0.005) [0.009 0.029) (0.009, 0.029) [0.009 , 0.029] [0.009 , 0.029] [0.009, 0.029] [0.009, 0.029]

Mother Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.004, 0.017] (-0.004, 0.017] [-0.004, 0.017] [-0.004, 0.017] [-0.004, 0.017] [-0.004, 0.017]

Urban Location 0.023 0.023 0.025 0.023 0.022 0.025 (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [-0.025, 0.072] [-0.026, 0.071] [-0.023 , 0.074] [-0.026, 0.071] [-0.026, 0.071] [-0.024, 0.073]

Cognitive Ability (Z-Score) 0.062*** 0.062** 0.061*** 0.061** 0.061*** o.061v** (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.036, 0.087] [0.036, 0.087] [0.036, 0.087] [0.035, 0.086] [0.035 , 0.086] [0.035, 0.086]

Locus of Control -0.008 -0.007 -0.008 -0.007 -0.007 -0.008 (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) [-0.055, 0.039] [-0.055, 0.040] [-0.055 , 0.039] [-0.054, 0.040] [-0.054, 0.041] [-0.055, 0.040]

Self Concept -0.001 -0.001 -0.001 -0.001 -0.002 -0.002 (0.020) (0.020) (0.020) (0.020) (0.021) (0.021) [-0.041 , 0.039] [-0.042 , 0.039] [-0.042, 0.039] [-0.042, 0.039] [-0.042 , 0.039] [-0.042, 0.039]

Non-Cognitive Ability (EXTERNAL) 0.138** 0.138** 0.133** 0.137 0.137** 0.131** (0.043) (0.043) (0.043) (0.043) (0.043) (0.043) [0.053,0.222] [0.053,0.222] [0.048,0.218] [0.052,0.221] [0.052,0.221] [0.046,0.216]

Black - not Hispanic -0.135 -0.067 -0.070 -0.136 -0.064 -0.069 (0.089) (0.053) (0.053) (0.089) (0.053) (0.053) [-0.309,0.039] [-0.170,0.036] [-0.174, 0.033] [-0.310,0.038] [-0.168,0.041] [-0.174, 0.035]

American Indian or Alaska Native -0.295 -0.293 -0.301 -0.294 -0.293 -0.303 (0.185) (0.184) (0.187) (0.186) (0.186) (0.190) [-0.657, 0.067] [-0.654, 0.068] [-0.668, 0.065] [-0.659, 0.072] [-0.658, 0.073] [-0.675 , 0.070]

Asian or Pacific Islander 0.044 0.042 0.044 0.042 0.041 0.041 (0.042) (0.042) (0.042) (0.042) (0.042) (0.042) [-0.038,0.126] [-0.040,0.125] [-0.039,0.126] [-0.040,0.124] [-0.041,0.123] [-0.041,0.124]

Hispanic or Latino -0.075 -0.076 -0.076 -0.077 -0.078 -0.076 (0.046) (0.046) (0.046) (0.046) (0.046) (0.046) [-0.165,0.015] [-0.165,0.014] [-0.165,0.014] [-0.167,0.012] [-0.167,0.012] [-0.167,0.014]

Constant -0.282 -0.289 -0.254 -0.273 -0.280 -0.241 (0.180) (0.180) (0.183) (0.180) (0.181) (0.183) [-0.635, 0.070] [-0.642 , 0.064] [-0.612 , 0.104] [-0.626, 0.080] [-0.634, 0.074] [-0.600, 0.118]

Observations 1,640 1,640 1,640 1,640 1,640 1,640 Adjusted R-squared 0.115 0.114 0.115 0.114 0.113 0.115

- 64 - TABLEN3.3B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.107 (0.102) Incremental Effect of MSAthletics for Income Below Poverty Line -0.028 (0.112) Incremental Effect of HSAthletics for Single-Parent Household 0.084 (0.060) Incremental Effect of MSBB/FBAthletics for Blacks 0.107 (0.103) Incremental Effect of HS BB/FBAthletics for Income Below Poverty Line -0.032 (0.119) Incremental Effect of HSBB/FBAthletics for Single-Parent Household 0.091 (0.066) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. ** * p<0.001, p

- 65 - TABLEN3.3C: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.061* 0.071 QQ74* (0.028) (0.040) (0.032) [0.006,0.115] [-0.007,0.148] [0.011 ,0.137[

College Varsity and High School BB/FBVarsity Athlete 0.049 0.023 0.053 (0.037) (0.053) (0.042)

[-0.023 , 0.121] [-0.080, 0.127] [-0.030, 0.136)

College Varsity Athlete Non BB/FB 0.077* 0.138** 0.103 (0.037) (0.050) (0.041) [0.004,0.150] [0.041 , 0.236] [0.023 , 0.184]

College Varsity Athlete x Division 1 -0.010 (0.055) [-0.117, 0.097]

College Varsity Athlete x FBS -0.033 (0.065)

[-0.161 , 0.095]

College BB/FBVarsity Athlete x Division 1 0.073 (0.070) [-0.065 , 0.211]

College BB/FBVarsity Athlete x FBS 0.010 (0.080) [-0.147, 0.167]

College Varsity Athlete Non BB/FBx Division 1 -0.128 (0.074) [-0.275, 0.018]

College Varsity Athlete Non BB/FBx FBS -0.097 (0.100) [-0.294, 0.100]

NCAA Division 1 School 0.042 0.042 (0.025) (0.025) [-0.007, 0.09 1] [-0.007, 0.091]

NCAA Division 1-A (FBS)School 0.045 0.045 (0.025) (0.025) [-0.004, 0.095] [-0.004, 0.095]

Single-Parent Household 0.083** 0.083** 0.083** 0.084** 0.086** 0.083** (0.031) (0.031) (0.031) (0.031) (0.031) (0.031) [-0.144,-0.022] [-0.144,-0.022] [-0.144,-0.022] [-0.145,-0.023] [-0.148,-0.025[ [-0.144,-0.022[

Family Income ($1OK( 0.011’” 0.011 0.011’”’ 0.01V 0.011’ 0.011” (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.006, 0.016] [0.006, 0.016] [0.006, 0.016] [0.006, 0.016] [0.006, 0.016] [0.006, 0.016]

Family Income Below Poverty Line -0.034 -0.035 -0.033 -0.034 -0.036 -0.035 (0.058) (0.058) (0.058) (0.058) (0.059) (0.058) [-0.148,0.081] [-0.149,0.080] [-0.148, 0.081) [-0.149, 0.080) [-0.151, 0,079] [-0.149, 0.080]

Number of Siblings 0.021* 0.021* 0.021* 0.021* 0.020* 0.021* (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.037, -0.004) [-0.038, -0.004] [-0.038, -0.004] [-0.037, -0.004] [-0.037, -0.004] [-0.037, -0.004]

Father Education 0.019*** 0,018*** 0.018 0.0i9 o.oi9’ o.o18*** (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [0.009, 0.029] [0.008, 0.028] [0.008, 0.028] [0.009, 0.029] [0.009, 0.029] [0.009 , 0.028]

- 66 - TABLEN3.3C: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Mother Education 0.006 0.006 0.006 0.006 0.005 0.006 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.004, 0.017] [-0.005, 0.016) [-0.005 , 0.016] [-0.004, 0.017) 1-0.005, 0.016] (-0.005 , 0.016]

Urban Location 0.024 0.020 0.022 0.023 0.019 0.022 (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [-0.025 , 0.072] [-0.028, 0.069] (-0.026, 0.070] (-0.025 , 0.072] [-0.029, 0.068] [-0.026, 0.071]

CognitiveAbility)Z-Score) 0.063*** O.061*** 0.061*** 0.063* 0.060*** 0.060*** (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.037, 0,088] [0.035 , 0.086) [0.035 , 0.086] [0.037, 0.088] [0.035, 0.086] (0.035 , 0.086]

Locus of Control -0.008 -0.008 -0.008 -0.007 -0.005 -0.007 (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) (-0.055 , 0.040] [-0.056, 0.039] [-0.056, 0.039] (-0.054, 0.041] [-0.052, 0.042] [-0.054, 0.041]

Self Concept -0.003 -0.005 -0.004 -0.004 -0.005 -0.005 (0.020) (0.020) (0.020) (0.020) (0.021) (0.021) [-0.043 , 0.037] [-0.045 , 0.035] [-0.044, 0.036] [-0.044, 0.037] (-0.046, 0.035] [-0.045, 0.036]

Non-Cognitive Ability (EXTERNAL) 0.136” 0.134” 0.134” 0.136** 0.132** 0.134** (0.043) (0.043) (0.043) (0.043) (0.043) (0.043) [0.052 , 0.221] [0.050, 0.219] (0.050 , 0.219] [0.052, 0.221] [0.048, 0.217] (0.050, 0.219)

Black - not Hispanic -0073 -0.075 -0.071 -0.070 -0.075 -0.068 (0.053) (0.053) (0.053) (0.053) (0.053) (0.053) (-0.176,0.031] [-0.178,0.028] [-0174, 0.032] [-0.174, 0.034] [-0.179,0.028] [-0.172,0.035]

American Indian or Alaska Native -0.297 -0.304 -0.299 -0.295 -0.312 -0.304 (0.188) (0.194) (0.192) (0.188) (0.196) (0.193) [-0.666, 0.072] (-0.685 , 0.078] (-0.675 , 0.077] [-0.663, 0.073] (-0.697, 0.074] [-0.683, 0.075]

Asian or Pacific Islander 0.049 0.045 0.047 0.049 0.046 0.048 (0.042) (0.042) (0.042) (0.042) (0.042) (0.042) (-0.033,0.131] (-0.038,0.127] [-0.035,0.130] (-0.033,0.131] (-0.036,0.129] (-0.034,0.130]

Hispanic or Latino -0.073 -0.075 -0.075 -0.073 -0.074 -0.075 (0.046) (0.046) (0.046) (0.046) (0.046) (0.046) [-0.163, 0.017] [-0.165,0.016] [-0.166,0.015] [-0.164,0.017] (-0.164, 0.016] [-0.166, 0.015]

Constant -0.275 -0.275 -0.272 -0.274 -0.267 -0.268 (0.179) (0.180) (0.179) (0.180) (0.180) (0.180) [-0.627, 0.077] [-0.628, 0.077) [-0.624, 0.080] [-0.626, 0.079) [-0.620, 0.086) [-0.621, 0.084]

Observations 1,640 1,640 1,640 1,640 1,640 1,640 Adjusted R-squared 0.117 0.118 0.117 0.116 0.119 0.117

- 67 - TABLEN3.3C: Coflege Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSE Institution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Division I Students 0.061 (0.038) Incremental Effect of College Athletics for FBSStudents 0.041 (0.057)

Incremental Effect of College BB/FBAthletics for Division I Students 0.096* (0.047) Incremental Effect of College BB/FBAthletics for FBSStudents 0.063 (0.069) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the escluded category. Source: NELS.

- 68 - TABLEN3.3D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.063* 0.061* 0.056 (0029) (0.028) (0.030) [0.006, 0.119] [0.006, 0.117] [-0.003, 0.116]

College Varsity and High School BB/FBVarsity Athlete 0.052 0.049 0.022 (0.038) (0.037) (0.041) [-0.023 , 0.128] [-0.024, 0.121] [-0.058,0.102]

College Varsity Athlete Non BB/FB 0.075* 0.079 0.104 (0.038) (0.038) (0.038)

[0.001, 0.149] [0.005 , 0.1531 [0.029, 0.179]

College Varsity Athlete * Black -0.024 (0.111) [-0.242 , 0.195]

College Varsity Athlete * Income Below Poverty Line -0.027 (0.171) [-0.363 , 0.309]

College Varsity Athlete * Single-Parent Household 0.024 (0.074) [-0.122 , 0.169]

College BB/FBVarsity Athletes Black -0.027 (0.119) [-0.259, 0.208]

College BB/FBVarsity Athlete * Income Below Poverty Line 0.017 (0.225) [-0.424, 0.459]

College BB/FBVarsity Athletes Single-Parent Household 0.136 (0.088) [-0.036, 0.307]

College Varsity Athlete Non BB/FBx Black 0.126 (0.245) [-0.355, 0.607]

College Varsity Athlete Non BB/FBx Income Below Poverty Line -0.088 (0.243) [-0.564, 0.3881

College Varsity Athlete Non BB/FB* Single-Parent Household -0.150 (0.115) 1-0.377, 0.0761

Single-Parent Household 0.083** 0.083** 0.088* 0.084** 0.083** -0.089k (0.031) (0.031) (0.034) (0.031) (0.031) (0.035) [-0.144, -0.022] [-0.144, -0.022] [-0.155 ,-0.020] [-0.146,-0.023[ [-0.145 ,-0.022] [-0.156,-0.021[

Family Income ($1OK) 0.0115*5 0.011*** 0.011*** 0.0115*5 0.011*5* 0.011. (0.003) (0.003) (0.003) (0.003) (0.003) (0.003)

[0.006, 0.0161 [0.006, 0.016] [0.006, 0.0161 [0.006, 0.016] [0.006, 0.0161 [0.006 , 0.0161

Family Income Below Poverty Line -0.034 -0.031 -0.033 -0.036 -0.032 -0.035 (0.058) (0.061) (0.058) (0.059) (0.061) (0.058) [-0.148,0.080] [-0.151,0.089] [-0.148,0.0811 [-0.151,0.0791 [-0.152,0.088] [-0.149,0.0801

Number of Siblings 0021w 0.021* 0.021* .0.020* .0.021* .0.021* (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.037, -0.004] [-0.038, -0.004] [-0.037, .0.004] [-0.037, -0.004] [-0.037, -0.004] [-0.038 -0.004]

- 69 - TABLEN3.3D[ College Graduation

Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by a000; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.019*** 0.019*** 0.019* 0.019 0.019*** 0.019*** (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [0.009, 0.029) [0.009, 0.029] [0.009, 0.029) [0.009, 0.029) [0.009 , 0.029] [0.009, 0.029]

Mother Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.004, 0.017] [-0.004, 0.017) [-0.004, 0.017] [-0.004, 0.0171 [-0.004, 0.017] [-0.005 , 0.016]

Urban Location 0.024 0.024 0.023 0.023 0.024 0.021 (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [-0.025 , 0.072] [-0.025, 0.072] [-0.025, 0.072] [-0.025, 0.072] [-0.025 , 0.072] [-0.027, 0.069]

Cognitive Ability )Z-Score) 0.063*** 0.063*** 0.063*** 0.063*** 0.063*** 0.063* (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.037, 0.088] [0.037, 0.088] [0.037, 0.088] [0.037, 0.088] [0.037, 0.088] [0.037, 0.088]

Locus of Control -0.008 -0.008 -0.008 -0.007 -0.007 -0.007 (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) [-0.055 , 0.040] [-0.055, 0.040] [-0.056, 0.039] [-0.055, 0.040] [-0.054, 0.041] [-0.055 , 0.040]

Self Concept -0.003 -0.003 -0.003 -0.003 -0.004 -0.005 (0.020) (0.020) (0.020) (0.021) (0.021) (0.020)

[-0.043 , 0.037] [-0.043, 0.037] [-0.043 , 0.037] [-0.043, 0.037] [-0.044, 0.036] [-0.045, 0.036]

Non-Cognitive Ability (EXTERNAL) 0.136” 0.136* 0.136” 0.136” 0.135” 0.132” (0.043) (0.043) (0.043) (0.043) (0.043) (0.043) [0.052,0.221] [0.052,0221] [0,052, 0.221] [0.052,0.221] [0.051,0.220] [0.047,0.216]

Black - not Hispanic -0.067 -0.073 -0.073 -0.066 -0.070 -0.070 (0.060) (0.053) (0.053) (0.060) (0.053) (0.053) [-0.185, 0.051] [-0.176,0.031] [-0.176, 0.030] [-0.184, 0.052) [-0.174, 0.034] [-0.174,0.034]

American Indian or Alaska Native -0.297 -0.297 -0.296 -0.295 -0.296 -0.291 (0.188) (0.189) (0.188) (0.188) (0.188) (0.187) [-0.667, 0.072] [-0.667, 0.072] [-0.665, 0.073] [-0.684, 0.074] [-0.665, 0.073] [-0.658, 0.077]

Asian or Pacific Islander 0.049 0.049 0.049 0.049 0.049 0.048 (0.042) (0.042) (0.042) (0.042) (0.042) (0.042) [-0.033,0.132] [-0.033,0.131] [-0.034,0.131] [-0.033,0.131] [-0.033,0.131] [-0.034, 0.130]

Hispanic or Latino -0.073 -0.073 -0.073 -0.073 -0.073 -0.071 (0.046) (0.046) (0.046) (0.046) (0.046) (0.046) [-0.163 , 0.018] [-0.163 , 0.018] [-0.163 , 0.017] [-0.163 , 0.017] [-0.184, 0.017] [-0.161, 0.019]

Constant -0.275 -0.275 -0.275 -0.276 -0.271 -0.255 (0.179) (0.180) (0.179) (0.180) (0.180) (0.179) [-0.627, 0.077] [-0.628, 0.077] [-0.627, 0.077] [-0.628, 0.077] [-0.624, 0.082] [-0.607, 0.097]

Observations 1,640 1,640 1,640 1,640 1,640 1,640 Adjusted R-squared 0.116 0.116 0.116 0.115 0.115 0.118

- 70 - TABLEN3.3D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Blacks 0.039 (0.108) Incremental Effect of College Athletics for Income Below Poverty Line 0.034 (0.169) Incremental Effect of College Athletics for Single-Parent Household 0.080 (0.068) Incremental Effect of College BB/FBAthletics for Blacks 0.026 (0.1121 Incremental Effect of College BB/FBAthletics for Income Below Poverty Line 0.066 (0.222) Incremental Effect of College SB/PBAthletics for Single-Parent Household 0.158w (0.077) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p

- 71 - TABLEN3.4A: College Graduation ependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Mod Sex: Female; Conditional on Attending A Non-Profit 4-year PSE Institution by 1994 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.065** (0.020) [0.025, 0.105]

High School Sophomore BBVarsity Athlete 0.086** (0.030) [0.028, 0.145]

High School Sophomore Non BBVarsity Athlete 0.059** (0.021) [0.017, 0. 1011

Single-Parent Household 0.074* * 0.074** 0.073** (0.027) (0.027) (0.027) [-0.127, -0.020] [-0.127, -0.020] [-0.127, -0.020]

Family Income ($1OK) 0.005* 0.005* 0.004* (0.002) (0.002) (0.002) [0.001 , 0.010] [0.000, 0.009] [0.000, 0.009]

Family Income Below Poverty Line 0.001 -0.002 -0.002 (0.050) (0.050) (0.050) [-0.097, 0.099] [-0.099, 0.096] [-0.099, 0.096]

Number of Siblings -0,010 -0.010 -0.011 (0.008) (0.008) (0.008) [-0.025, 0.005] [-0.025, 0.004] [-0.026, 0.004]

Father Education 0.023*** 0.023*** 0.023*** (0.004) (0.004) (0.004) [0.014, 0.031] [0.014, 0.031] [0.014, 0.031]

Mother Education 0.009 0.007 0.007 (0.005) (0.005) (0.005) [-0.001, 0.018] [-0.002, 0.017] [-0.002, 0.017]

Urban Location 0.002 0.007 0.009 (0.021) (0.021) (0.021) [-0.039 , 0.043] [-0.034, 0.048] [-0.033, 0.051]

Cognitive Ability (Z-Score) 0.082*** 0,083*** 0.083*** (0.013) (0.013) (0.013) [0.057 , 0.107] [0.058, 0.107] [0.058, 0.108]

- 72 - TABLEN3.4A: College Graduation ependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Mod Sex: Female; Conditional on Attending A Non-Profit 4-year PSE Institution by 1994 (1) (2) (3) VARIABLES

Locus of Control 0.046* 0.043 0.043 (0.022) (0.022) (0.022) [0.002, 0.0891 [-0.000, 0.0871 [-0.000, 0.087]

Self Concept -0.013 -0.017 -0.017 (0.019) (0.019) (0.019) [-0.050, 0.024] [-0.054, 0.020] [-0.054, 0.020]

Non-Cognitive Ability (EXTERNAL) 0.221*** 0.216*** 0.215*** (0.051) (0.051) (0.051) [0.122 , 0.320] [0.117, 0.316] [0.115, 0.314]

Black - not Hispanic -0.028 -0.012 -0.014 (0.043) (0.043) (0.043)

[-0.112 , 0.056] [-0.097, 0.0731 [-0.099 , 0.0711

American Indian or Alaska Native -0.108 -0.100 -0.097 (0.134) (0.138) (0.137) [-0.370, 0.1551 [-0.371, 0.171] [-0.366, 0.173]

Asian or Pacific Islander 0.057 0.068* 0,070* (0.030) (0.031) (0.031) [-0.003, 0.116] [0.008, 0.128] [0.010, 0.130]

Hispanic or Latino -0.045 -0.036 -0.035 (0.041) (0.041) (0.041) [-0.126, 0.035] [-0.116, 0.044] [-0.115 , 0.044]

Constant 0.635** 0.634** 0.630** (0.209) (0.209) (0.209) [-1.044, -0.226] [-1.044, -0.224] [-1.040, -0.220]

Observations 1,880 1,880 1,880 Adjusted R-squared 0.136 0.140 0.140 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.OOl, ** p<0.01, * p

- 73 - TABLEN3.4B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.073* 0.061” 0.068” (0.021) (0.021) (0.022) [0.031,0.114] 10.020,0.102] [0.025,0.112]

HSSophomore Athlete x Black -0.098 (0.084) [-0.263 , 0.067]

HSSophomore Athlete * Income Below Poverty Line 0.066 (0.091) [-0.112, 0.245]

HSSophomore Athlete * Single-Parent Household -0.016 (0.053) [-0.120, 0.089]

High School Sophomore BBVarsity Athlete 0.094” 0.080” 0.077* (0.031) (0.031) (0.032) [0.034, 0.154] [0.020, 0.140] [0.013, 0.140]

High School Sophomore Non BBVarsity Athlete 0.067” 0.055 0.065” (0.022) (0.022) (0.023) [0.023 , 0.110] [0.012, 0.098] [0.020, 0.111]

HSSophomore BBAthlete * Black -0.075 (0.122) [-0.314, 0.164]

HSNon BBVarsity Athlete * Black -0.123 (0.095) [-0.310, 0.064]

HSSophomore BBAthlete x Income Below Poverty Line 0.098 (0.130) [-0.157, 0.352]

HSNon BBVarsity Athlete x Income Below Poverty Line 0.052 (0.100) [-0.145, 0.249]

HSSophomore BBAthlete * Single-Parent Household 0.051 (0.081) [-0.107, 0.210]

HSNon BBVarsity Athlete * Single-Parent Household -0.038 (0.057) [-0.149, 0.074]

Single-Parent Household 0.073** 0.075** -0.065 0.073** 0.074** -0.064 (0.027) (0.027) (0.042) (0.027) (0.027) (0.042) [-0.126,-0.019][-0.129, -0.021] [-0.147,0.0171 [-0.126,-0.019] [-0.128-0.021] [-0.147,0.018]

Family Income ($1OK) 0.004* 0.005 0.005* 0.004* 0.004* 0.004 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002)

[0.000, 0.009] [0.000, 0.009] [0.000, 0.009] [0.000, 0.009] [0.000, 0.009] [0.000 , 0.009]

Family Income Below Poverty Line -0.004 -0.034 -0.002 -0.003 -0.033 -0.000 (0.050) (0.068) (0.050) (0.050) (0.069) (0.050) [-0.101,0.094] [-0.168 0.100] [-0.099,0.096] [-0.100,0.095] [-0.168,0.1011 [-0.098,0.0971

Number of Siblings -0.010 -0.010 -0.011 -0.011 -0.011 -0.011 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.025, 0.005] 1-0.025 , 0.005] [-0.026, 0.004] [-0.026, 0.004] [-0.026, 0.004] [-0.026, 0.004]

- 74 - TABLEN3.4B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.023*** 0.023*** 0.023*** 0.023*** 0.023*** 0.023* (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.014,0.031] [0.014,0.031] [0.014,0.031) [0.014, 0.031] 10.014,0.0311 [0.014, 0.031)

Mother Education 0.007 0.007 0.007 0.007 0.007 0.008 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.003, 0.017) [-0.002, 0.017) [-0.002 , 0.017] [-0.002 , 0.017) [-0.002, 0.017) [-0.002, 0.017)

Urban Location 0.007 0.007 0.007 0.009 0.009 0.009 (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [-0.034,0.048] [-0.034,0.049] [-0.034,0.048) [-0.033,0.0511 [-0.033,0.051] [-0.033,0.050)

Cognitive Ability )Z-Score) 0.082*** 0.082*** 0.083*** 0.083*** 0.083*** 0.083*** (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.058, 0.107) [0.058, 0.107) [0.058, 0.1071 [0.058, 0.108) [0.058, 0.107) [0.058, 0.1081

Locus of Control 0.043 0.043 0.044 0.043 0.043 0.045* (0.022) (0.022) (0.022) (0.022) (0.022) (0.022) [-0.001, 0.086] [-0.000, 0.087] [-0.000, 0.087) [-0.001, 0.0861 [-0.001 , 0.087] [0.001, 0.088)

Self Concept -0.016 -0.017 -0.017 -0.016 -0.017 -0.018 (0.019) (0.019) (0.019) (0.019) (0.019) (0.019) [-0.053, 0.021) [-0.054, 0.021) [-0.054, 0.020) [-0.054, 0.021) [-0.054, 0.020] [-0.056, 0.019)

Non-Cognitive Ability (EXTERNAL) 0.214*** 0.216*** 0.216*** 0.212*** 0.215*** 0.217*** (0.051) (0.051) (0.051) (0.051) (0.051) (0.051) [0.115,0.313) [0.116,0.316) [0.117,0.3161 [0.113,0.312) [0.115,0.315] [0.118,0.316]

Black - not Hispanic 0.025 -0.011 -0.012 0.026 -0.012 -0.017 (0.055) (0.043) (0.043) (0.035) (0.043) (0.043) [-0.082,0.133) [-0.096,0.074] [-0.097,0.072] [-0.082,0.133] [-0.097,0.072) [-0.102,0.068)

American Indian or Alaska Native -0.099 -0.100 -0.101 -0.096 -0.097 -0.100 )0.139) (0.138) (0.139) )0.138) (0.137) (0.138) [-0.371,0.174) [-0.370,0.171) [-0.373,0.172) [-0.367,0.176) [-0.366,0.172] [-0.371,0.172)

Asian or Pacific Islander 0.069* 0.067* 0.068* 007l 0.069* 0.068* (0.031) (0.031) (0.031) (0.031) (0.031) (0.031) [0.009, 0.129] [0.007, 0.127] [0.008, 0.128] [0.011 , 0.131] [0.009, 0.129) [0.008, 0.128]

Hispanic or Latino -0.034 -0.034 -0.035 -0.034 -0.033 -0.035 (0.041) (0.041) )0.041) (0.041) (0.041) (0.041) [-0.114,0.045] [-0.114, 0.046) [-0.115, 0.044] [-0.114,0.046] [-0.114, 0.047) [-0.114,0.045]

Constant _0.631** 0.633** 0.636** 0.626** 0.630** 0.643** (0.209) (0.210) (0.209) (0.209) (0.210) )0.209) ]-1.040,-0.221] [-1.044,-0.222) [-1.045-0.227] [-1.036-0.217] [-1.041 ,-0.218] [-1.052 ,-0.234]

Observations 1,880 1,880 1,880 1,880 1,880 1,880 Adjusted R-squared 0.141 0.140 0.140 0.140 0.140 0.140

- 75 - TABLEN3.4B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.025 (0.081) Incremental Effect of HSAthletics for Income Below Poverty Line 0.127 (0.089) Incremental Effect of HSAthletics for Single-Parent Household 0.053 (0.049) Incremental Effect of HS BBAthletics for Blacks 0.019 (0.118) Incremental Effect of HS BBAthletics for Income Below Poverty Line 0.177 (0.127) Incremental Effect of HSB8 Athletics for Single-Parent Household 0.128 (0.074) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. ** * p<0.001, p

- 76 - TABLEN3.4C: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.109* 0.161 0.135*** (0.028) (0.038) (0.032) [0.053,0.164] [0.087,0.2361 10.072,0.197]

College Varsity and High School BBVarsity Athlete 0.167*** O.203” 0.185*** (0.039) (0.053) (0.044) [0,090, 0.244] [0.100, 0.306] [0.099, 0.272]

College Varsity Athlete Non BB 0.078* 0.135** 0.108** (0.036) (0.049) (0.040) [0.008, 0.148] [0.039 , 0.231] [0.028, 0.187]

College Varsity Athlete * Division 1 -0.106 (0.056) [-0.215, 0.004]

College Varsity Athlete * FBS -0.086 (0.066) [-0.216, 0.043]

College BBVarsity Athlete x Division 1 —0.059 (0.071) [-0.198, 0.080]

College BBVarsity Athlete a FBS -0.037 (0.094) [-0.221, 0.147]

College Varsity Athlete Non BBa Division 1 -0.112 (0.071) [-0.251, 0.027]

College Varsity Athlete Non BBa FBS -0.105 (0.082) [-0.266, 0.057]

NCAADivision 1 School 0.08l’ 0.081*** (0.021) (0.021) [0.040, 0.123] [0.039, 0.123]

NCAADivision 1-A (FBS(School 0.080*** 0.079*** (0.021) (0.021) [0.038, 0.121] [0.038, 0.121]

Single-Parent Household 0.071** 0.074** 0.074** 0.072** 0.075** 0.075** (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [-0.125,-0.017] [-0.127,-0.020] [-0.127,-0.020] [-0.126-0.018] [-0.128, -0.021] [-0.128, -0.021]

Family Income )$1OK) 0005* 0.004* 0.005* 0.005* 0.004 0.005* (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.001 , 0.009] [0.000 0.009] [0.000, 0.009] [0.000, 0.009] [-0.000, 0.009] [0.000, 0.009]

Family Income Below Poverty Line -0.001 0.005 0.003 -0.001 0.004 0.002 (0.050) (0.050) (0.049) (0.050) (0.049) (0.049) [-0.098, 0.097] [-0.092, 0.102] [-0.094, 0.100] [-0.098, 0.097] [-0.093 , 0.101] [-0.095, 0.099]

Number of Siblings -0.010 -0.011 -0.012 -0_oil -0.011 -0.012 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.025 , 0.005] [-0.026, 0.004] [-0.027, 0.003] [-0.026, 0.005] [-0.026, 0.004] [-0.027, 0.003]

Father Education 0.022*** 0.022*** 0.021*** 0.022*** 0.021* 0.021*** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.014,0.031] [0.013,0.030] [0.013,0.030] [0.014,0.031] [0.013 , 0.030] [0.013, 0.029]

- 77 - TABLEN3.4C: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Mother Education 0.008 0.007 0.008 0.008 0.008 0.008 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.002, 0.018] 1-0.002, 0.017] [-0.002, 0.017] [-0.002, 0.018] [-0.002 , 0.017] [-0.002, 0.017]

Urban Location 0.003 -0.001 0.002 0.004 0.000 0.003 (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [-0.038, 0.044] [-0.042 , 0.041] [-0.039 , 0.044] [-0.037, 0.046] [-0.041, 0.042] [-0.038, 0.045]

Cognitive Ability )Z-Score) 0.084* 0.081*** 0.080*** o.085*** 0.082*** 0.081*** (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.059, 0.109] [0.056, 0.106] [0.055, 0.105] [0.060, 0.109] [0.057, 0.107] [0.056, 0.106] Locus of Control 0.048* 0.049 n0047 0.047* 0.048* 0.046* (0.022) (0.022) (0.022) (0.022) (0.022) (0.022) [0.004, 0.091] [0.005, 0.092] [0.004, 0.090] [0.004, 0.091] [0.004, 0.092] [0.003, 0.090]

Self Concept -0.016 -4.019 -0.019 -0.016 -0.019 -0.020 (0.019) (0.019) (0.019) (0.019) (0.019) (0.019) [-0.053, 0.021] [-0.056, 0.018] [-0.056, 0.018] [-0.054, 0.021] [-0.056, 0.018] [-0.057, 0.018]

Non-Cognitive Ability (EXTERNAL) 0.217* 0.216*** 0.215*** 0.214*** 0.213*** 0.212*** (0.050) (0.051) (0.051) (0.050) (0.051) (0.051) [0.118,0.316] [0.117,0.315] [0.115,0.314] [0.115,0.313] [0.114,0.313] [0.113,0.312]

Black - not Hispanic -0.024 -0.029 -0.020 -0.025 -0.030 -0.020 (0.043) (0.042) (0.042) (0.043) (0.042) (0.042) [-0.108, 0.059] [-0.112, 0.054] [-0.103 0.063] [-0.108, 0.059] [-0.113, 0.053] [-0.103, 0.063]

American Indian or Alaska Native -0.110 -0.123 -0.129 -0.107 -0.120 -0.124 (0.137) (0.134) (0.137) (0.136) (0.132) (0.135) [-0.379,0.159] [-0.386,0.139] [-0.398,0.139] [-0.373,0.159] [-0.380,0.140] [-0.389,0.140]

Asian or Pacific Islander 0.067* 0.051 0.062* 0.067* 0.052 0.063* (0.031) (0.031) (0.031) (0.031) (0.031) (0.031) [0.006, 0.127] [-0.010, 0.112] [0.002 , 0.122] [0.007, 0.128] [-0.009, 0.113] [0.003, 0.123]

Hispanic or Latino -0.041 -0.049 -0.045 -0.041 -0.049 -0.045 (0.041) (0.041) (0.041) (0.041) (0.041) (0.041) [-0.121,0.039) [-0.129,0.030] [-0.125,0.035] [-0.121,0.039] [-0.129,0.031] [-0.125,0.035]

Constant 0.618** 0.629** 0604** 0605** 0.618** 0.S92** (0.208) (0.208) (0.209) (0,208) (0.209) (0.209) [-1.025,-0.210] ]-1.038,-0.220] [-1.013 ,-0.194] [-1.013,-0.197] [-1.027,-0.208] [-1.002,-0.182]

Observations 1,880 1,880 1,880 1,880 1,880 1,880 1Adusted R-squared 0.141 0.147 0.145 0.141 0.147 0.146

- 78 - TABLEN3.4C: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSE Institution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Division I Students 0.055 (0.041) Incremental Effect of College Athletics for FBSStudents 0.048 (0.058)

Incremental Effect of College BBAthletics for Division I Students El.14.4** (0.048) Incremental Effect of College BBAthletics for FBSStudents 0.148 (0.083) Robust standard errors in parenthese5. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: NELS.

- 79 - TABLEN3.4D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.101 0.100 0.096 (0.029) (0.028) (0.030) [0.045, 0.157) [0.045 , 0.156] [0.038, 0.155]

College Varsity and High School BBVarsity Athlete 0.161*** 0.147*** 0.133** (0.038) (0.040) (0.042) [0.086, 0.237] [0.069, 0.225] [0.050, 0.2 15]

College Varsity Athlete Non BB 0.071 0.076* 0.079* (0.036) (0.036) (0.037) [-0.000, 0.142] [0.006, 0.146] [0.005, 0.152]

College Varsity Athlete x Black 0.122 (0.141) [-0.155, 0.399]

College Varsity Athlete x Income Below Poverty Line 0.180 (0.169) [-0.152, 0.512]

College Varsity Athlete x Single-Parent Household 0.083 (0.084) [-0.081 , 0.248]

College BBVarsity Athlete x Black 0.072 (0.223) [-0.365, 0.509]

College BBVarsity Athlete * Income Below Poverty Line 0.414*** (0.065) [0.286, 0.543]

College BBVarsity Athlete x Single-Parent Household 0.182 (0.101) [-0.016, 0.380]

College Varsity Athlete Non BB* Black 0.145 (0.172) [-0.193, 0.482]

College Varsity Athlete Non BB* Income Below Poverty Line 0.035 (0.233) [-0.423, 0.493]

College Varsity Athlete Non B8 x Single-Parent Household -0.008 (0.116) [-0.235 , 0.219]

Single-Parent Household 0.071** 0.071** 0.078** 0.072** 0.073** 0.078** (0.027) (0.027) (0.029) (0.027) (0.027) (0.029) [-0.125 ,-0.017] [-0.125 ,-0.018] [-0.134,-0.021[ [-0.126,-0.018] [-0.126 ,-0.019] [-0.134, -0.021]

Family Income )$SOK) 0.005* 0.005* 0.005* 0.005 0.005* 0.005* (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.001 , 0.009] [0.001 , 0.009] [0.001 , 0.009] [0.000, 0.009] [0.000, 0.009] [0.000, 0.009]

Family Income Below Poverty Line -0.002 -0.013 -0.001 -0.003 -0.013 -0.002 (0.050) (0.051) (0.050) (0.050) (0.051) (0.050)

[-0.100 , 0.095] [-0.114, 0.087) [-0.099 , 0.096] [-0.100, 0.095] [-0.113,0.088] [-0.099 , 0.096]

Number of Siblings -0.010 -0.010 -0.010 -0.010 -0.010 -0.010 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008)

[-0.025, 0.005) [-0.025 , 0.005] [-0.025 , 0.005] [-0.025, 0.0051 [-0.025 , 0.005] [-0.025 , 0.005]

- 80 - TABLEN3.4D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) Cs> (6) VARIABLES

Father Education 0.022*** 0.022*** 0.022*** 0.022*** 0.022*** 0.022* (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) (0.014 0.031) [0.014, 0.031] [0.014.0.031] [0.014, 0.031] [0.014,0.031] [0.014,0.031]

Mother Education 0.008 0.008 0.008 0.008 0.008 0.009 (0.005> (0.005) (0.005) (0.005) (0.005) (0.005) [-0.002, 0.018] [-0.002 , 0.018) [-0.002, 0.018] [-0.002 , 0.018] [-0.002, 0.018] [-0.001, 0.018) urban Location 0.003 0.002 0.003 0.004 0.004 0.005 (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [-0.038, 0.044) [-0.039, 0.044] [-0.039, 0.044] [-0.037, 0.046] [-0.038, 0.045[ [-0.037, 0.046]

Cognitive Ability (Z-Score( 0.084* 0.084*** 0.084** 0.085*** 0.085* 0.084*** (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.059, 0.109] [0.059 , 0.109] [0.059, 0.109] [0.060, 0.110) [0.060, 0.110] [0.059 , 0.109]

Locus of Control 0.048* 0.049* 0.049* 0.047* 0.048 0.048* (0.022) (0.022) (0.022) (0.022) (0.022) (0.022) [0.004, 0.091] [0.005, 0.092] [0.005, 0.092] [0.004, 0.091] [0.004, 0.091] [0.005, 0.092]

Self Concept -0.016 -0.017 -0.017 -0.017 -0.017 -0.017 (0.019) (0.019) (0.019) (0.019) (0.019) (0.019) [-0.054,0.021] [-0.054,0.021] [-0.055,0.020] [-0.054,0.021] [-0.054,0.021] [-0.055,0.020]

Non-Cognitive Ability (EXTERNAL) 0.217*** 0.217*** 0.215*** 0.214*** 0.215*** 0.215*** (0.050) (0.050) (0.050) (0.050) (0.050) (0.051) [0.118,0.316) [0.118,0.315] [0.117,0.314] [0.115,0.313) [0.116,0.314] [0.116,0.314]

8lack - not Hispanic -0.034 -0.026 -0.024 -0.033 -0.026 -0.025 (0.04S) (0.043) (0.043) (0.045) (0.043) (0.043) [-0.121,0.054] [-0.109,0.058] [-0.107,0.060] [-0.121,0.054] [-0.109,0.058] [-0.108,0.059)

American Indian or Alaska Native -0.110 -0.109 -0.119 -0.106 -0.107 -0.106 (0.137) )0.137( (0.140) (0.135) (0.136) (0.136) [-0.378,0.159] [-0.378,0.159] [-0.394,0.156] [-0.372,0.159] [-0.373,0.159] [-0.373,0.161]

Asian or Pacific Islander 0.066* 0.066* 0.066* 0.067* 0.067* 0.067* (0.031) (0.031) (0.031) (0.031) (0.031) (0.031) [0.005 , 0.127] [0.005 , 0.126] [0.006, 0.127) [0.007, 0.127[ [0.007, 0.128] [0.006, 0.127]

Hispanic or Latino -0.041 -0.039 -0.040 -0.041 -0.041 -0.040 (0.041) (0.041) (0.041) (0.041) (0.041) (0.041) [-0.121, 0.039] [-0.119, 0.041] [-0.120, 0.040] [-0.121, 0.039) [-0.121 , 0.039[ [-0.120, 0.040]

Constant 0.616** 0.616** 0.612** 0.604** 0.607** 0614** )0.208) (0.208) (0.208) )0.208) (0.208) (0.209) [-1.024,-0.208[ [-1.024,0.208) [-1.020,0.204[ ]-1.012,-0.195) [-1.015-0.198] [-1.023,-0.204]

Observations 1,880 1,880 1,880 1,880 1,880 1,880 Adjusted R-squared 0.141 0.141 0.141 0.140 0.141 0.141

- 81 - TABLEN3.4D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2000; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 1994 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Blacks 0.223 (0.138) Incremental Effect of College Athletics for Income Below Poverty Line 0.281 (0.167) Incremental Effect of College Athletics for Single-Parent Household 0.179* (0.079) Incremental Effect of College BBAthletics for Blacks 0.233 (0.219) Incremental Effect of College BBAthletics for Income Below Poverty Line 0.562*** (0.052) Incremental Effect of College BBAthletics for Single-Parent Household 0.31S*** (0.092) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rousded to the nearest 10. ** * p

- 82 - TABLEN4.1A: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.117*** (0.022) [0.073, 0.160]

High School Sophomore BB/FBVarsity Athlete 0.123*** (0.024) [0.076, 0.1701

High School Sophomore Non BB/FBVarsity Athlete 0,107*** (0.029) [0.050, 0.164]

Single-Parent Household -0.052 -0.047 -0.047 (0.027) (0.027) (0.027) [-0.106, 0.002] [-0.101, 0.006] [-0.101, 0.006]

Family Income ($1OK) 0.013** 0.012** 0,012** (0.004) (0.004) (0.004) [0.005, 0.021] [0.004, 0.020] [0.004, 0.020]

Family Income Below Poverty Line 0.088* O.084* O.084* (0.036) (0.036) (0.036) [-0.159, -0.018] [-0.154, -0.014] [-0.154, -0.014]

Numberof Siblings -0.003 -0,003 -0.003 (0.008) (0.008) (0.008) [-0.019, 0.012] [-0.018, 0.013] [-0.018, 0.013]

Father Education 0.004 0.002 0.002 (0.005) (0.005) (0.005) [-0.007, 0.014] [-0.008, 0.012] [-0.008, 0.013]

Mother Education 0.007 0.006 0.006 (0.006) (0.006) (0.006) [-0.004, 0.019] [-0.006, 0.018] [-0.006, 0.018]

Urban Location -0.014 -0.008 -0.008 (0.025) (0.025) (0.025) [-0.064, 0.036] [-0.057, 0.041] [-0.057, 0.042]

Cognitive Ability (Z-Score) 0.004 0.004 0.004 (0.013) (0.013) (0.013) [-0.022, 0.030] [-0.022, 0.029] [-0.021, 0.030]

- 83 - TABLEN4.1A: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) VARIABLES

Locus of Control 0.039 0.038 0.038 (0.022) (0.022) (0.022) [-0.005, 0.083] [-0.005 , 0.081] [-0.006, 0.081]

Self Concept 0.052* 0.045* 0.045* (0.020) (0.020) (0.020) [0.012 , 0.091] [0.006, 0,085] [0.006, 0.0851

Non-Cognitive Ability (EXTERNAL) 0.009 -0.001 -0.001 (0.038) (0.038) (0.038) [-0.066, 0.084] [-0.075, 0.073] [-0.075, 0.074]

Black - not Hispanic 0.104* 0.111 0.113** (0.041) (0.041) (0.041) [-0.185, -0.023] [-0.191, -0.030] [-0.194, -0.032]

American Indian or Alaska Native 0.372* 0.361* 0.362* (0.146) (0.148) (0.148) [-0.658, -0.085] [-0.651 , -0.0711 [-0.652, -0.072]

Asian or Pacific Islander 0.096 0.104 0.105 (0.064) (0.064) (0.064) 1-0.030, 0.222] [-0.022, 0.229] [-0.021, 0.231]

Hispanic or Latino -0.038 -0.047 -0.047 (0.040) (0.039) (0.039) [-0.115, 0.040] [-0.125, 0.030] [-0.124, 0.0311

Full Time Worker Q755*** 0.747*** 0.747*** (0.048) (0.048) (0.048) [0.660, 0.8501 [0.653, 0.842] [0.652, 0.841]

Graduate in 1999 or Student in January 2000 0.230*** 0.236*** 0.236*** (0.032) (0.032) (0.032) [-0.293 , -0.167] [-0.298, -0.173] [-0.299 , -0.173]

Constant 9.348*** 9369*** 9,365*** (0.182) (0.181) (0.181) [8.991, 9.706] [9.015, 9.723] [9.010, 9.719]

Observations 3,240 3,240 3,240 Adjusted R-squared 0.200 0.206 0.206 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Respondents without a wage are excluded. Source: NELS.

- 84 - TABLEN4.1B: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (4) (5) (6) VARIABLES

HighSchool Sophomore Varsity Athlete 0.110 0.112w” 0.107* (0.023) (0.024) (0.025)

[0.065 0.1551 [0.065 , 0.1591 [0.057 , 0.156]

HSSophomore Athlete * Black 0.111 (0.086) [-0.058, 0.280]

HSSophomore Athlete x Income Below Poverty Line 0.043 (0.063) [-0.081, 0.167]

HSSophomore Athlete x Single-Parent Household 0.041 (0.054) [-0.064, 0.146]

HighSchool Sophomore BB/FBVarsity Athlete 0.117” 0.123*** 0.108* (0.025) (0.026) (0.027) [0.068 , 0.167] [0.072,0.173] [0.054, 0.161]

HighSchool Sophomore Non BB/FBVarsity Athlete 0.100* * 0.097** 0.105** (0.030) (0.031) (0.032) [0.042, 0.157] [0.037, 0.157] [0.041, 0.168]

HSSophomore BB/FBAthlete x Black 0.086 (0.089) [.0.088, 0.260]

HSNon BB/FBVarsity Athlete x Black 0.220 (0.137) [-0.048, 0.4891

I-ISSophomore SB/I-BAthlete x Income Below Poverty Line -0.007 (0.070) [-0.145, 0.131]

HSNon BB/FBVarsity Athlete x Income Below Poverty Line 0.164 (0.085) [-0.002, 0.331]

I-ISSophomore BB/FBAthlete u Single-Parent Household 0.065 (0.058) [-0.049, 0.179]

HSNon BB/FBVarsity Athlete x Single-Parent Household 0.004 (0.071) [-0.135, 0.142]

Single-Parent Household -0.048 -0.048 -0.070 -0.048 -0.047 -0.070 (0.027) (0.027) (0.043) (0.027) (0.027) (0.043) [-0.102, 0.005] [-0.101, 0.006] [-0.154,0.014] [-0.102, 0.006] [-0.101 0.006] [-0.154,0.014]

Family Income ($1OK) 0.012” 0.012” 0.012** 0.012” 0.012** 0.012** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.004, 0.021] [0.004, 0.020] [0.004, 0.020] [0.004, 0.021] [0.004, 0.0211 [0.004, 0.020]

Family Income Below Poverty Line 0.085* 0.105 0.084* 0.085* 0.103* 0.085* (0.036) (0.047) (0.036) (0.036) (0.047) (0.036)

[-0.154,-0.015][-0.198, -0.012] [-0.154, -0.014] [-0.135 - -0.015] [-0.196-0.010] [-0.155,-0.015]

Number of Siblings -0.002 -0.003 -0.003 -0.002 -0.003 -0.003 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.018, 0.013] [-0.018, 0.0131 [-0.018, 0.013] [-0.018, 0.013] [-0.018, 0.013] [-0.018, 0.013]

- 85 - TABLEN4.1B: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.002 0.002 0.002 0.002 0.002 0.002 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.009 , 0.0121 [-0.008, 0.012] [-0.008, 0.012] [-0.008, 0.013] [-0.008, 0.013] [-0.008, 0.013]

Mother Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [-0.006, 0.017] [-0.006, 0.0181 [-0.006, 0.018] [-0.006, 0.0171 [-0.006, 0.0181 [-0.006, 0.018]

Urban Location -0.008 -0.008 -0.008 -0.008 -0.008 -0.007 (0.025) )0.025( (0.025) (0.025) (0.025) (0.025) [-0.058, 0.041] [-0.057, 0.042] [-0.057, 0.042] [-0.058, 0.042] [-0.058, 0.042] [-0.057, 0.043]

Cognitive Ability (Z-Score) 0.004 0.004 0.004 0.004 0.004 0.004 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.022, 0.029] [-0.022, 0.029] [-0.022, 0.030] [-0.021 , 0.030] [-0.022, 0.030] [-0.021, 0.030]

Locus of Control 0.038 0.038 0.038 0.037 0.036 0.038 (0.022) (0.022) (0.022) (0.022) (0.022) (0.022) [-0.005,0.0811 [-0.005,0.081] [-0.005,0.082] [-0.006,0.081] [-0.007,0.080] [-0.005,0.081]

Self Concept 0.046* 0.045* 0.045* 0.046* 0.046* 0.045* (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [0.006, 0.085] [0.006, 0.085] [0.005, 0.084] [0.007, 0.086] [0.006, 0.085] [0.006, 0.085]

Non-Cognitive Ability (EXTERNAL) -0.001 -0.001 -0.002 -0.000 0.001 -0.001 (0.038) (0.038) (0.038) (0.038) (0.038) (0.038) 1-0.075 , 0.073] [-0.075, 0.073] [-0.077 0.073] [-0.074, 0.074] [-0.073, 0.075] [-0.076, 0.073]

Black - not Hispanic 0.179* 0.112** 0.112** _0.178* 0.112** _0.117** (0.073) (0.041( (0.041) (0.073) (0.041) (0.041) [-0.322 , -0.035] [-0.193, -0.032] [-0.193 , -0.032] [-0.322 , -0.035] [-0.193, -0.032] [-0.198, -0.036]

American Indian or Alaska Native 0.362* 0.363* -0.360 0.363* 0356* 0.362* (0.148) (0.143) (0.148) (0.148) (0.147) (0.149) [-0.651-0.072] [-0.653 ,-0.073] [-0.650, -0.0691 [-0.652-0.073] [-0.643 ,-0.069[]-0.654, -0.070]

Asian or Pacific Islander 0.103 0.104 0.104 0.105 0.103 0.104 (0.064) (0.064) (0.064) (0.064) (0.064) (0.064) [-0.022 , 0.229] [-0.022,0.230] [-0.021 ,0.230] [-0.021 ,0.231] [-0.023 0.229] [-0.022, 0.230]

Hispanic or Latino -0.047 -0.047 -0.048 -0.046 -0.048 -0.047 (0.040) (0.040) (0.039) (0.039) (0.040) (0.039) [-0.124,0.031] [-0.124,0.031] [-0.125,0.030] [-0.124,0.031] [-0.126, 0.029[ [-0.124, 0.030]

FullTime Worker 0.748*** o.747*** 0.747*** o.747*** o.747*** 0.747*** (0.048) (0.048) (0.048) (0.048) (0.048) (0.048) [0.653,0.642] [0.652,0.842] [0.652,0.841] [0.653, 0.842] [0.653,0.842] [0.652, 0.842[

Graduate in 1999 or Student in January 2000 0.236*** 0.236*** 0.237*** 0.236*** 0.237*** ..o.237*** (0.032) (0.032) (0.032) (0.032) (0.032) (0.032) [-0.298,-0.173] [-0.299 ,-0.173] [-0.300,-0.174] [-0.299 ,-0.173] [-0.300,-0.174] [-0.300,-0.174]

Constant 9373*** 9.371*** 9.380*** 9.367* 9.362*** 9374*** (0.181) (0.181) (0.183) (0.181) (0.181) (0.183) [9.018,9.727] [9.017,9.725] [9.021,9.738] [9.013,9.722] [9.008,9.717] [9.015,9.732]

Observations 3,240 3,240 3,240 3,240 3,240 3,240 Adjusted R-squared 0.207 0.206 0.206 0.206 0.206 0.206

- 86 - TABLEN4.1B: LogAnnual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of FISAthletics for Blacks 0.221” (0.083) Incremental Effect of HSAthletics for Income Below Poverty Line 0.155** (0.059) Incremental Effect of HSAthletics for Single-Parent Household 0.148” (0.047) Incremental Effect of HS BB/FBAthletics for Blacks 0.203 (0.085) Incremental Effect of HSBB/FBAthletics for Income Below Poverty Line 0.116 (0.066) Incremental Effect of HS BB/FBAthletics for Single-Parent Household 0.172* (0.052) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. * p<0.001, p

- 87 - TABLEN4.1C: LogAnnual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.142* 0.098 0.146*** (0.036) (0.042) (0.040) [0.071,0.213] [0.015,0.180] [0.068,0.224]

College Varsity and High School BB/FBVarsity Athlete 0.156*** 0.093 0.143** (0.043) (0.052) (0.049) [0.073, 0.240] [-0.009, 0.196] [0.048, 0.239]

College Varsity Athlete Non BB/FB 0.121* 0.105 0.150* (0.061) (0.064) (0.063) [0.002, 0.240] [-0.022, 0.231] [0.027, 0.273]

College Varsity Athlete a Division 1 0.101 (0.077) [-0.051, 0.252]

College Varsity Athlete a FBS -0.017 (0.099) [-0.210,0.177]

College BB/FBVarsity Athlete a Division 1 0.150 (0.086) [-0.019 , 0.319]

College BB/FBVarsity Athlete a FBS 0.071 (0.093) [-0.110, 0.253]

College Varsity Athlete Non BB/FBa Division 1 0.032 (0.130) [-0.224, 0.288]

College Varsity Athlete Non BB/FBa FBS -0.163 (0.196) [-0.548, 0.223]

NCAADivision 1 School 0.047 0.047 (0.030) (0.030) [-0.011, 0.106] [-0.012, 0.106]

NCAADivision 1-A (FBS)School 0.023 0.023 (0.037) (0.037) [-0.050 , 0.095] [-0.050, 0.095]

Single-Parent Household -0.051 -0.051 -0.050 -0.051 -0.051 -0.050 (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [-0.105, 0.003] [-0.104 0.003] [-0.104, 0.003] [-0.105, 0.003] [-0.105, 0.002] [-0.104, 0.004]

Family Income ($1OK) 0.013** 0.012** 0.013** 0.013** 0.012** 0.013** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004)

[0.005, 0.021] [0.004, 0.020] [0005, 0.021] [0.005 , 0.021] [0.004, 0.020] [0.005, 0.021]

Family Income Below Poverty Line -0.084w 0.084* 0.084* 0.084* 0.084* 0.084* (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [-0.154,-0.014] ]-0.154,-0.014] [-0.154,-0.014] [-0.154,-0.013] [-0.154-0.014] [-0.154,-0.014]

Number of Siblings -0.004 -0.004 -0.004 -0.004 -0.004 -0.004 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.019, 0.012] [-0.020, 0.012] [-0.019, 0012] [-0.019, 0.012] [-0.020, 0.012] [-0.019, 0.012]

Father Education 0.003 0.002 0.003 0.003 0.002 0.003 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.008, 0.014] [-0.008, 0.013] [-0.008, 0.013] [-0.008, 0.013] [-0.008, 0.013] [-0.008, 0.013]

- 88 - TABLEN4.1C: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Mother Education 0.006 0.005 0.006 0.006 0.005 0.006 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [-0.005, 0.018] [-0.006, 0.017] [-0.005, 0.018] [-0.005,0.018] [-0.006, 0.017] [-0.006,0.018]

Urban Location -0.013 -0.015 -0.013 -0.012 -0.014 -0.013 (0.025) (0.026) (0.026) (0.025) (0.026) (0.026) [-0.063, 0.037] [-0.065, 0.035] [-0.063, 0.037] [-0.062, 0.037] [-0.064, 0.036] [-0.063, 0.037]

Cognitive Ability )Z-Score) 0.003 -0.001 0.001 0.003 -0.001 0.001 (0.013) (0.014) (0.013) (0.013) (0.014) (0.013) [-0.023, 0.028] [-0.028 , 0.025] [-0.025, 0.028] [-0.023, 0.029] [-0.028, 0.025] [-0.025 , 0.028]

Locus of Control 0.038 0.036 0.037 0.037 0.036 0.037 (0.022) (0.022) (0.022) (0.022) (0.022) (0.022) [-0.006,0.081] [-0.007,0.080] [-0.006,0.081] [-0.006, 0.081] [-0.007,0.080] [-0.006,0.081]

Self Concept 0.048* 0.047* 0.048* 0.048* 0.047* 0.048* (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [0.008, 0.087] [0.007, 0.086] [0.008, 0.087] [0.008, 0.087] [0.007, 0.087] [0.008 , 0.087]

Non-Cognitive Ability (EXTERNAL) 0.005 -0.000 0.003 0.005 -0.000 0.003 (0.038) (0.038) (0.038) (0.038) (0.038) (0.038) [-0.070, 0.080] [-0.075, 0.075] [-0.072 , 0.078] [-0.070, 0.080] [-0.075 , 0.074] [-0.072, 0.078]

Black- not Hispanic 0.110 -0.116 -0.111 _0.112** _0.118** -0.112 (0.041) (0.041) (0.041) (0.041) (0.042) (0.041) [-0.191,-O.029] [-0.197 ,-0.034] [-0.192,-0.030] [-0.193,-0.031] [-0.200 ,-0.037] [-0.193,-0.031]

American Indian or Alaska Native 0.371* 0.376** 0.371* 0.372* 0377** 0375** (0.145) (0.145) (0.145) (0.145) (0.145) (0.145) [-0.656, -0.086] [-0.661 , -0.090] [-0.657, -0.086] [-0.657, -0.087] [-0.662 , -0.092] [-0.659, -0.090]

Asian or Pacific Islander 0.102 0.099 0.102 0.103 0.100 0.104 (0.065) (0.065) (0.065) (0.065) (0.065) (0.065) [-0.024 , 0.229] [-0.028, 0.226] [-0.024, 0.229] [-0.024, 0.230] [-0.027, 0.227] [-0.023, 0.232]

Hispanic or Latino -0.036 -0.039 -0.036 -0.036 -0.038 -0.036 (0.039) (0.039) (0.039) (0.039) (0.039) (0.039) [-0.113,0.041] [-0.116,0.038] [-0.114,0.041] [-0.113,0.041] [-0.116,0.039] [-0.114,0.041]

FullTime Worker 0.751*** o.7s2*** 0.752*** o.7s1*** 0.752*** 0.752*** (0.048) (0.048) (0.048) (0.048) (0.048) (0.048) [0.656, 0.846] [0.658, 0.847] [0.658, 0.846] [0.656, 0.845] [0.658, 0.847] [0.658, 0.847]

Graduate in 1999 or Student in January 2000 0.237*** 0.236*** 0.237*** 0.237*** 0.237x** 0.237*** (0.032) (0.032) (0.032) (0.032) (0.032) (0.032) ]-0.299,-0.174] [-0.299,-0.174] [-0.300,-0.174] [-0.300,-0.174] [.0.300,-0.174] ]-0.300,-0.174]

Constant 9.385*** 9.420*** 9393*** 9.385*** 9.421*** 9394*** (0.182) (0.183) (0.183) (0.182) (0.183) (0.183) [9.028, 9.743] [9.062, 9.778] [9.034, 9.751] [9.028, 9.743] [9.062, 9.779] [9.035, 9.753]

Observations 3,240 3,240 3,240 3,240 3,240 3,240 Adjusted R-squared 0.203 0.204 0.203 0.203 0.204 0.202

- 89 - TABLEN4.1C: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Division I Students 0.199** (0.065) Incremental Effect of College Athletics for FBSStudents 0.129 (0.090)

Incremental Effect of College BB/FBAthletics for Division I Students o.243*** (0069) Incremental Effect of College BB/FBAthletics for FBSStudents 0.215** (0.079) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** pcO.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Respondents without a wage are excluded. Source: NELS.

- 90 - TABLEN4.1D: LogAnnual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (4) (5) (6) VARIABLES

College Varsity Athlete 0.136* 0.132* 0.148* (0.038) (0.037) (0.039) [0.061 , 0.212] [0.060, 0.203] [0.072 , 0.223]

College Vartity and High School BB/FBVarsity Athlete 0.145” 0.14B*** 0.1B2* (0.047) (0.043) (0.042) [0.053 , 0.236] [0.061, 0.230] [0.079, 0.246)

College Varsity Athlete Non BB/FB 0.125* 0.112 0.127 (0.061) (0.061) (0.068) [0.006, 0.245) [-0.006, 0.231] [-0.006, 0.260]

College Vartity Athlete a Black 0.072 (0.103) [-0.130, 0.273]

College Varsity Athlete a Income Below Poverty Line 0.437* (0.211) [0.023, 0.852]

College Varsity Athlete a Single-Parent Hoasehold -0.030 (0.103) [-0.231,0.172)

College BB/FBVarsity Athlete * Black 0.086 (0.106) [-0.119, 0.295]

College BE/PBVartity Athlete a Income Below Poverty Line 0.425* (0.209) [0.014, 0.835]

College BB/FBVarsity Athlete a Single-Parent Hoasehold -0.030 (0.134) [-0.292, 0.233)

College Varsity Athlete Non BE/FE a Black 0.482*** (0.093) [-0.663, -0.300)

College Varsity Athlete Non BB/FBa Income Below Poeerty Line 0.457 [0.469) [-0.464, 1.377)

College Varsity Athlete Non BB/FBe Single-Parent Hoasehold -0.033 (0.151) [-0.330, 0.264)

Single-Parent Household -0.051 -0.052 -0.049 -0.030 -0.052 -0.049 (0.027) (0.027) (0.028) (0.027) (0.027) (0.028) [-0.105, 0.003] [-0.106, 0.002) [-0.104, 0.007) [-0.104, 0.004) [-0.106, 0.002] [-0.104, 0.007]

Family Income )$1OK) 0.013** 0.013” 0.013** 0.013” 0.013** 0.013” (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.005 , 0.021] [0.005, 0.021) [0.005, 0.021) [0.005, 0.021) [0.005 , 0.021] [0.005 , 0.021]

Family Income Below Poverty Line .0.083w -0.092 0.084* 0.083* 0.092* 0.084* (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [-0.153 ,-0.013] [-0.163 ,-0.022) [-0.154, -0.014) [-0.153, -0.013] )-0.163,-0.022] [-0.154, -0.014]

Number of Siblings -0.004 -0.003 -0.004 -0.004 -0.003 -0.004 (0.008) (0.008) (0.008) (0.006) (0.008) (0.008) [-0.019 , 0.012] [-0.019, 0.013) [-0.019, 0.012] [-0.020, 0.012) [-0.019 , 0.013] [-0.019, 0.012)

- 91 - TABLEN4.1D: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.003 0.003 0.003 0.003 0.003 0.003 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.007, 0.014) [-0.008, 0.013) [-0.008,0.013) [.0.008 0.014) [-0.008,0.013) [-0.008,0.013)

Mother Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [-0.005 , 0.018] [-0.005, 0.018] [-0.005 , 0.018) [-0.005, 0.018) [-0.005 , 0.018] [-0.005, 0.018]

Urban Location -0.013 -0.013 -0.013 -0.012 -0.012 -0.012 (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [-0.063, 0.037] [-0.063 , 0.0371 [-0.062, 0.037] [-0.062 , 0.038] [-0.062 , 0.038] [-0.062 , 0.038]

Cognitive Ability (Z-Score) 0.003 0.003 0.003 0.003 0.003 0.003 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.023 , 0.029] [-0.023, 0.029] [-0.023 , 0.028] [-0.023, 0.029] [-0.023 , 0.029] [-0.023, 0.029]

Locus of Control 0.037 0.036 0.038 0.037 0.036 0.037 (0.022) (0.022) (0.022) (0.022) (0.022) (0.022) [-0.006, 0.081] [-0.007, 0.080] [-0.006, 0.081] [-0.006, 0.081] [-0.008, 0.079] [-0.006, 0.081]

Self Concept 0.048* 0.048* 0.047* 0.048* 0.048 0.048* (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [0.008, 0.087] [0.009 , 0.088] [0.008, 0.087] [0.008, 0.083] [0.009, 0.088] [0.008, 0.087]

Non-Cognitive Ability (EXTERNAL) 0.004 0.004 0.005 0.005 0.004 0.005 (0.038) (0.038) (0.038) (0.038) (0.038) (0.038) [-0.071, 0.080] [-0.071, 0.079] [-0.070, 0.080] [-0.070, 0.080] [-0.071 , 0.079] [-0.071 , 0.080]

Black - not Hispanic 0.119** 0.112** -o.iio 0.119** _0.114** _0.112** (0.045) (0.041) (0.041) (0.045) (0.041) (0.041) ]-0.206,-0.031] [-0.194,-0.031] [-0.191,-0.029] (-0.206,-0.031]]-0.195, -0.032] [-0.193,-0.030]

American Indian or Alaska Native .0.372* .42359* .0.372* .0.372* -.0.370 .0.372* (0.145) (0.145) (0.145) (0.146) (0.145) (0.145) [-0.657, -0.086] [-0.654, -0.084] [-0.657, -0.086] [-0.657, -0.087] [-0.655, -0.085] [-0.657, -0.087]

Asian or Pacific Islander 0.102 0.103 0.103 0.102 0.103 0.103 (0.065) (0.065) (0.065) (0.065) (0.065) (0.063) [-0.024, 0.229) [-0.024, 0.229] [-0.024, 0.229] [-0.024, 0.229) 1-0.024, 0.230) [-0.024, 0.230)

Hispanic or Latino -0.036 -0.038 -0.036 -0.037 -0.037 -0.036 (0.039) (0.039) (0.039) (0.039) (0.039) (0.039) [-0.124,0.041] [-0.115,0.040] [-0.113,0.041] [-0.114,0.041] [-0.114, 0.040] 1-0.113,0.042]

FullTime Worker 0.751*** 0.751*** 0.751*** 427542*** o.751*** o.751*** (0.048) (0.048) (0.048) (0.048) (0.048) (0.048) [0.656, 0.846] [0.657, 0.846] [0.656, 0.846] [0.655, 0.844] [0.656, 0.846] [0.656, 0.846]

Graduate in 1999 or Student in January 2000 ..0.237*** 0.237*** 0.236*** _0.236*** 0.237* 0.237*** (0.032) (0.032) (0.032) (0.032) (0.032) (0.032) [-0.299 ,-0.174]]-0.299, -0.174] ]—0.299,-0.174] [-0.299 ,-O.174]]-0.300,-0.174] [-0.299 ,-0.174]

Constant 9.386*** 9.388*** 9.385*** 9337*** 9.388*** 9335*** (0.182) (0.182) (0.182) (0.182) (0.182) (0.183) [9.028, 9.743) [9.031 , 9.746] [9.027, 9.742) [9.029, 9.745] [9.031, 9.746] [9.027, 9.743]

Observations 3,240 3,240 3,240 3,240 3,240 3,240 Adjusted R-squared 0.203 0.203 0.203 0.202 0.203 0.202

- 92 - TABLEN4.1D: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Blacks 0.208* (0.096) Incremental Effect of College Athletics for Income Below Poverty Line 0.569** (0.208) Incremental Effect of College Athletics for Single-Parent Household 0.118 (0.096) Incremental Effect of College BB/FBAthletics for Blacks 0.233* (0.095) Incremental Effect of College BB/FBAthletics for Income Below Poverty line 0.570** (0.205) Incremental Effect of College BB/FBAthletics for Single-Parent Household 0.133 (0.127) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.0Ol p

- 93 - TABLEN4.2A: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.080** (0.024) [0.032, 0.128]

High School Sophomore BBVarsity Athlete 0.099** (0.036) [0.030, 0.169]

High School Sophomore Non BBVarsity Athlete O.073** (0.027) [0.019, 0.126]

Single-Parent Household 0.062* 0.060* 0.060* (0.029) (0.029) (0.029) [-0.118, -0.006] [-0.116, -0.004] [-0.116, -0.004]

Family Income ($1OK) 0.007 0.006 0.006 (0.004) (0.004) (0.004) [-0.001, 0.015] [-0.002, 0.014] [-0.002, 0.0141

Family Income Below Poverty Line 0.125** 0.122** 0.123** (0.044) (0.044) (0.044) [-0.212, -0.039] [-0.209, -0.036] [-0.210, -0.037]

Number of Siblings -0.007 -0.007 -0.007 (0.009) (0.009) (0.009) [-0.025, 0.011] [-0.026, 0.011] [-0.026, 0.011]

Father Education 0.016** 0.016** 0.016** (0.006) (0.006) (0.006) [0.004, 0.029] [0.004, 0.028] [0.004, 0.028]

Mother Education 0.002 -0.000 0.000 (0.007) (0.007) (0.007) [-0.011, 0.015] [-0.013, 0.013] [-0.013, 0.013]

Urban Location 0.033 0.037 0.038 (0.027) (0.027) (0.027) [-0.019, 0.086] [-0.016, 0.089] [-0.014, 0.091]

Cognitive Ability (Z-Score) 0.076*** 0.075*** 0.076*** (0.016) (0.016) (0.016) [0.046, 0.107] [0.045, 0.106] [0.045, 0.106]

- 94 - TABLEN4.2A: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) VARIABLES

Locus of Control 0.064* 0.061* 0.061* (0.027) (0.027) (0.027) [0.011, 0.116] [0.009, 0.113] [0.009, 0.113]

Self Concept 0.015 0.011 0.010 (0.022) (0.022) (0.022) [-0.028 , 0.058] [-0.032, 0.053] [-0.032, 0.053]

Non-Cognitive Ability (EXTERNAL) 0.119* 0.111* 0.110* (0.055) (0.056) (0.056) [0.010, 0.228] [0.002, 0.220] [0.001, 0.219]

Black - not Hispanic -0.028 -0.018 -0.019 (0.049) (0.049) (0.049) [-0.124, 0.069] [-0.115, 0.079] [-0.116, 0.078]

American Indian or Alaska Native 0.350* 0.356* 0.358* (0.170) (0.169) (0.169) [-0.684, -0.016] [-0.688, -0.025] [-0.690, -0.026]

Asian or Pacific Islander 0.119* 0.128* 0.129* (0.055) (0.055) (0.055) [0.010, 0.227] [0.020 , 0.235] [0.021, 0.237] Hispanic or Latino 0.100 0.106’ 0.106** (0.035) (0.035) (0.035) [0.032, 0.168] [0.037, 0.174] [0.038, 0.175]

Full Time Worker 0.959*** 0.953*** 0.954*** (0.040) (0.040) (0.040) [0.881, 1.037] [0.875, 1.031] 10.876, 1.031]

Graduate in 1999 or Student in January 2000 0.077** 0.082** 0.081** (0.029) (0.029) (0.029) [-0.134, -0,021] [-0.138, -0.025] [-0.137, -0.024] Constant 3,359*** 8.392*** 8.392*** (0.237) (0.238) (0.238) [7.895, 8.824] [7.926, 8.858] [7.926, 8.858]

Observations 3,380 3,380 3,380 Adjusted R-squared 0.295 0.297 0.297 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p

- 95 - TABLEN4.2B: LogAnnual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.080 0.082’”’ 0.099’”” (0.025) (0.026) (0.028) [0.031, 0.130] [0.032, 0.132] [0.045, 0.153]

HSSophomore Athlete x Black -0.002 (0.099) (-0.197 ,0.192]

HSSophomore Athlete * Income Below Poverty Line -0.018 (0.085) [-0.185 , 0.148]

HSSophomore Athlete v Single-Parent Household -0.074 (0.058) [-0.188, 0.040]

High School Sophomore BBVarsity Athlete 0.092* 0.116** 0.104” (0.037) (0.037) (0.039) [0.019, 0.165] ]O.043 , 0.188] 10.027, 0.181)

High School Sophomore Non BBVarsity Athlete 0.076** 0.070* 0.097’ (0.028) (0.028) (0.031) [0.021,0.131] [0.014, 0.125) [0.036, 0.157]

HSSophomore BBAthlete * Black 0.095 (0.132) [-0.163, 0.353]

HS Non BBVarsity Athlete * Black -0.069 (0.122) ]-0.508, 0.170]

HSSophomore BBAthlete x Income Below Poverty Line -0.148 (0.126) [-0.396,0.100]

HS Non BBVarsity Athlete x Income Below Poverty Line 0.067 (0.097) ]-0.122, 0.257]

HSSophomore BBAthlete * Single-Parent Household -0.011 (0.089) [-0.185, 0.163]

HSNon BBVarsity Athlete * Single-Parent Household -0.100 (0.065) [-0.227, 0.027]

Single-Parent Household 0.060* 0.059* -0.028 -0.061Y’ 0.060* -0.028 (0.029) (0.029) (0.037) (0.029) (0.029) (0.037) [-0.116, -0.004) [-0.115,-0.003] [-0.101,0.0451 [-0.116, -0.004) [-0.116, -0.004] [-0.100,0.045]

Family Income ($1OK) 0.006 0.006 0.006 0.006 0.006 0.006 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.002, 0.014] [-0.002, 0.014] [-0.002, 0.013) [-0.002, 0.014] [-0.002 , 0.013] [-0.002, 0.013]

Family Income Below Poverty Line 0.122** 0.117* _0.124** 0.124** 0.116* -0.125 (0.044) (0.052) (0.044) (0.044) (0.052) (0.044) [-0.209 ,-0.036] [-0.218,-0.015]]-0.210, -0.037] [-0.211,-0.038] [-0.218,-0.015] [-0.212, -0.039]

Number of Siblings -0.007 -0.007 -0.008 -0.008 -0.008 -0.008 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.026,0.011] [-0.026,0.011) [-0.026,0.011) 1-0.026,0.011] [-0.026,0.011) [-0.026,0.010)

- 96 - TABLEN4.2B: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.016** 0.016** 0.016** 0.016* 0.016** 0.016** (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [0.004, 0.028] [0.004, 0.028] [0.004, 0.0281 [0.004, 0.028] [0.004, 0.028] 10.004, 0.028]

Mother Education -0.000 -0.000 -0.000 0.000 0.000 0.000 (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [-0.013, 0.013] [-0.013 , 0.013] [-0.013, 0.013] [-0.013 , 0.013] [-0.013, 0.013] [-0.013, 0.013]

Urban Location 0.037 0.036 0.036 0.039 0.039 0.038 (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [-0.016, 0.0891 [-0.016, 0.089] [-0.017, 0.088] [-0.014, 0.091[ [-0.014, 0.0921 [-0.015 , 0.090[

Cognitive Ability )Z-Score) 0.075*** o.075*** 0.075*** 0.076*** 0.076*** 0.076*** (0.016) (0.016) (0.016) (0.016) (0.016) (0.016)

[0.045 , 0.106] [0.045, 0.106] [0.045 , 0.106] [0.045, 0.1061 [0.045 , 0.1061 [0.045 , 0.1061

Locus of Control 0.061* 0.061* 0.061* 0.062* 0.062* 0.062* (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [0.009,0.113] [0.009, 0.114[ [0.009,0.1141 [0.010,0.114] [0.009,0.114] [0.010,0.114]

Self Concept 0.011 0.010 0.010 0.010 0.010 0.009 (0.022) (0.022) (0.022) (0.022) (0.022) (0.022)

[-0.032 , 0.053[ [-0.032 , 0.053[ [-0.033, 0.033] [-0.033 , 0.052] [-0.033, 0.053] [-0.034, 0.052]

Non-Cognitive Ability (EXTERNAL) 0.111* 0.111* 0.110* 0.109 0.109* 0.110* (0.056) (0.056) (0.056) (0.056) (0.056) (0.056)

[0.001 , 0.220[ [0.002, 0.220] [0.001, 0.220] [-0.000 , 0.2181 [0.000, 0.218] [0.001, 0.2191

Black - not Hispanic -0.018 -0.018 -0.016 -0.017 -0.018 -0.017 (0.061) (0.049) (0.049) (0.061) (0.049) (0.049) [-0.137,0.102] [-0.115,0.079] [-0.112,0.081] [-0.137,0.1031 [-0.115,0.079[ [-0.114,0.0791

American Indian or Alaska Native 0.356* 0357* O.356* 0.357* 0.356* 0.359* (0.169) (0.169) (0.169) (0.169) (0.169) (0.169) [-0.688, -0.025] [-0.689 ,-0.025[ [-0.688, -0.025[ [-0.689, -0.025] [-0.689, -0.024[ [-0.690, -0.028[

Asian or Pacific Islander 0.128* 0.128* 0.131* 0.128* 0.126* 0.130* (0.055) (0.055) (0.055) (0.055) (0.055) (0.055) [0.020, 0.236] [0.020, 0.236] [0.023, 0.239] [0.020, 0.236[ [0.018, 0.234] [0.022 , 0.238[

Hispanic or Latino 0.106** 0.106** o.108** o.106** 0.109’ (0.035) (0.035) (0.035) (0.035) (0.035) (0.035) [0.037, 0.174] [0.037, 0.174] [0.039, 0.176] [0.038, 0.175] [0.037, 0.174] [0.041, 0.1771

FullTimeWorker 0.953*** 0.953*** 0.954*** 0.954*** 0.953*** 0.955*5* (0.040) (0.040) (0.040) (0.040) (0.040) (0.040) [0.875, 1.031[ [0.875, 1.031[ [0.876, 1.031] [0.876, 1.032] [0.875, 1.0311 [0.877, 1.032]

Graduate in 1999 or Student in January 2000 0.082** -O.081 0.082** 0.080** 0.081** 4.081’”’ (0.029) (0.029) (0.029) (0.029) (0.029) (0.029) [-0.138,-0.025] [-0.138 ,-0.025] [-0.138, -0.025[ [-0.136 ,-0.023] [-0.137,-0.024] [-0.137, -0.024[

Constant 8.392*5* 8.3925*5 8.388*** 8.398*5* 8.392*5* 8.385 (0.238) (0.238) (0.237) (0.238) (0.238) (0.237) [7.926, 8.869] [7.926 , 8.858[ [7.922 , 8.853] [7.930, 8.865) [7.926, 8.838] [7.920, 8.849]

Observations 3,380 3,380 3,380 3,380 3,380 3,380 Adjusted R-squared 0.297 0.297 0.297 0.297 0.297 0.297

- 97 - TABLEN4.2B: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.078 (0.096) Incremental Effect of HSAthletics for Income Below Poverty Line 0.064 (0.081) Incremental Effect of HSAthletics for Single-Parent Household 0.025 (0.051) Incremental Effect of HS BBAthletics for Blacks 0.187 (0.126) Incremental Effect of HS BBAthletics for Income Below Poverty Line -0.033 (0.121) Incremental Effect of HS BBAthletics for Single-Parent Household 0.093 (0.079) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Respondents without a wage are excluded. Source: NELS.

- 98 - TABLEN4.2C: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.083 0.119* 0086 (0.045) (0.060) (0.050) [-0.006,0.172] [0.001,0.2361 [-0.012,0.185)

College Varsity and High School BBVarsity Athlete 0.014 0.068 0.045 (0.070) (0.091) (0.079) [-0.123 , 0.152) [-0.112 , 0.247) [-0.110, 0.199]

College Varsity Athlete Non SB 0.123* 0.155 0.112 (0.056) (0.075) (0.062) [0.013, 0.234) [0.007, 0.302] [-0.010, 0.234)

College Varsity Athlete x Division 1 -0.093 (0.090) [-0.268, 0.083]

College Varsity Athlete * FBS -0.004 (0.116) [-0.231,0.223)

College SB Varsity Athlete * Division 1 -0.145 (0.132) [-0.405, 0.114)

College BBVarsity Athlete * FBS -0.174 (0.155) [-0.479 , 0.130)

College Varsity Athlete Non BB* Division 1 -0.084 (0.112) [-0.303, 0.135)

College Varsity Athlete Non SB * FBS 0.076 (0.145) [-0.208, 0.360)

NCAADivision 1 School 0.126*** 0.126*** (0.030) (0.030) [0.068, 0.184) [0.068, 0.184]

NCAADivision 1-A )FBS)School 0.043 0.044 (0.037) (0.037) [-0.029,0.116) [-0.029, 0.116)

Single-Parent Household .0.061* .0.060* .0.061* .0.060* .0.059* .0.060* (0.029) (0.028) (0.029) (0.029) (0.028) (0.029) [-0.117, -0.005) [-0.116,-0.004[ [-0.117, -0.005) [-0.116, -0.004] [-0.115, -0.004)1-0.116, -0.004]

Family Income (SiCK) 0.007 0.006 0.006 0.007 0.006 0.007 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.001 , 0.014] [-0.002 , 0.013] [-0.001, 0.014] [-0.001, 0.015) [-0.002, 0.013] [-0.001, 0.014)

Family Income Below Poverty Line .0.126** .0.128** ..0127** 0.126** .0.127** .0.126** (0.044) (0.044) (0.044) (0.044) (0.044) (0.044) [-0.213, -0.040] [-0.214, -0.041] [-0.213 , -0.040) [-0.213 , -0.040] [-0.214, -0.041] [-0.212 , -0.039)

Number of Siblings -0.007 -0.007 -0.007 -0.007 -0.006 -0.007 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.025,0.0111 [-0.025,0.012] [-0.025,0.011) [-0.025,0.012] [-0.025,0.012] [-0.025,0.011]

Father Education 0.016** 0.014* 0016* 0.016** 0.014 0.016* (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [0.004, 0.028) [0.002, 0.026) [0.003, 0.028) [0.004, 0.028] [0.002, 0.026) [0.004, 0.028)

- 99 - TABLEN4.2C: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Mother Education 0.002 -0.000 0.001 0.001 -0.000 0.001 (0.007) (0.007) (0.007) (0.007) (0.007) (0.007)

[-0.012 , 0.015] [-0.013, 0.013) [-0.012 , 0.014] [-0.012, 0.015] [-0.014, 0.013] [-0.012 , 0.0141

Urban Location 0.034 0.027 0.033 0.033 0.026 0.032 (0.027) (0.027) (0.027) (0.027) (0.027) (0.027)

[-0.019 , 0.086) [-0.026, 0.0791 [-0.020 , 0.085[ [-0.020, 0.0851 [-0.027 , 0.0781 [-0.020 , 0.0851

Cognitive Ability )Z-Score) 0.076*** 0.062*** 0.073*5* 0.075*** 0.062 0.072* (0.016) (0.016) (0.016) (0.016) (0016) (0.016) [0.045, 0.106] [0.031 , 0.094[ [0.042, 0.1041 [0.04-4, 0.106] [0.030, 0.093] [0.040, 0.103]

Locus of Control 0.064* 0.063* 0.064* 0.064* 0.064 0.065* (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [0.012, 0.116] [0.010, 0.115] [0.011, 0.116] [0.012, 0.117] [0.011, 0.1161 [0.012, 0.118]

Self Concept 0.014 0.011 0.013 0.014 0.011 0.013 (0.022) (0.022) (0.022) (0.022) (0.022) (0.022) [-0.029 , 0.0571 [-0.032, 0.054] [-0.030, 0.055] [-0.029 , 0.057] [-0.032, 0.054) [-0.030, 0.055]

Non-Cognitive Ability (EXTERNAL) 0.117* 0.108 0115 0.118 0.109 0.116 (0.055) (0.055) (0.055) (0.055) (0.055) (0.056) [0.009, 0.226] [-0.001 , 0.2161 [0.006, 0.2241 [0.009, 0.227] [0.000, 0.218] [0.007, 0.2251

Black - not Hispanic -0.027 -0.038 -0.028 -0.027 -0.038 -0.027 (0.049) (0.049) (0.049) (0.049) (0.049) (0.049) [-0.124, 0.069] [-0.135, 0.058] [-0.124, 0.069] [-0.124, 0.069[ [-0.135, 0.0581 [-0.124, 0.069]

American Indian or Alaska Native fl349* -0.354k 0.353* -0.351 -0.355 -0.356 (0.170) (0.171) (0.170) (0.170) (0.171) (0.170)

[-0.682 , -0.016] [-0.689 , -0.018] [-0.686, -0.019] [-0.683, -0.0181 [-0.690, -0.0201 [-0.689 , -0.023)

Asian or Pacific Islander 0.122* 0.103 0.120* 0.121* 0.102 0.119* (0.056) (0.055) (0.056) (0.055) (0.055) (0.056)

[0.014, 0.231] [-0.005 , 0.211) [0.011, 0.229] [0.012 , 0.230) [-0.006, 0.210) [0.010, 0.228]

Hispanic or Latino 0.101 0.098 0.101 0.101 0.097 o.ioo (0.035) (0.035) (0.035) (0.035) (0.035) (0.035) [0.033 , 0170) [0.029, 0.166) [0.033 , 0.169] [0.033 , 0.169] [0.029 , 0.166) [0.032, 0.169)

FullTime Worker 0.959 0.954*5* o.958*** 0.9585*5 o.954 o.958 (0.040) (0.040) (0.040) (0.040) (0.040) (0.040) [0.881, 1.036] [0.876, 1.032) [0.880, 1.036] [0.880, 1.036) [0.876, 1.032] [0.880, 1.036)

Graduate in 1999 or Student in January 2000 0.079** 0.083** 0.080** 0.07g -0.084 -0.081k (0.029) (0.029) (0.029) (0.029) (0.029) (0.029) [-0.136, -0.022] [-0.140, -0.027] [-0.136, -0.024) [-0.136, -0023] [-0.140, -0.027) [-0.138, -0.025[

Constant 83735*5 8.438*5* 8.390*5* 8.3685*5 8.433w 8.384*5* (0.237) (0.238) (0.238) (0.237) (0.238) (0.239)

[7.909 , 8.838) [7.972, 8.904] [7.922, 8.857) [7.903 , 8.833] [7.966, 8.899) [7.916, 8.852)

Observations 3,380 3,380 3,380 3,380 3,380 3,380 Adjusted R-squared 0.295 0.298 0.295 0.295 0.298 0.295

- 100 - TABLEN4.2C: LogAnnual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Division I Students 0.026 (0.067) Incremental Effect of College Athletics for FBSStudents 0.082

, (0.104)

Incremental Effect of College BBAthletics for Division I Students -Ding (0.095) Incremental Effect of College BBAthletics for FBSStudents -0.130 (0.134) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p

- 101 - TABLEN4.2D: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.075 0.070 0.080 (0.048) (0.047) (0.049) [-0.018, 0.168] [-0.022, 0.161] [-0.017, 0.177]

College Varsity and High School BBVarsity Athlete -0.001 -0.002 0.043 (0.074) (0.072) (0.076) [-0.146 0.144] [-0.143 , 0.139] [-0.106, 0.191]

College Varsity Athlete Non BB 0.119 0.112 0.100 (0.0S9) (0.058) (0.062) [0.004, 0.234] [-0.002 , 0.226] [-0.022, 0.222]

College Varsity Athletes Black 0.139 (0.122) [-0.101, 0.378]

College Varsity Athletes Income Below Poverty Line 0.332** (0.125) [0.087, 0.576]

College Varsity Athletes Single-Parent Household 0.024 (0.119) [-0.210, 0.257]

College BBVarsity Athlete x Black 0.229 (0.180) [-0.124, 0.581]

College BBVarsity Athlete s Income Below Poverty Line Q455*** (0.087) [0.284, 0.625]

College BBVarsity Athlete a Single-Parent Household -0.165 (0.189) [-0.536, 0.206]

College Varsity Athlete Non BBs Black 0.083 (0.155) [-0.220, 0.387]

College Varsity Athlete Non BBa Income Below Poverty Line 0.263 (0.176) [-0.082 , 0.608]

College Varsity Athlete Non BBa Single-Parent Household 0.191 (0.122) [-0.049 , 0.431]

Single-Parent Household 0.O60* -006V -0.061w 0.060* -0.06l -0.061 (0.029) (0.029) (0.029) (0.029) (0.029) (0.029) [-0.117, -0.004] [-0.117, -0.005] [-0.119, -0.004] [-0.116, -0.004] [-0.117, -0.005] [-0.118, -0.004]

Family Income ($1OK) 0.007 0.007 0.007 0.007 0.007 0.007 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004)

[-0.001, 0.014] [-0.001, 0.015] [-0.001, 0.014] [-0.001 , 0.015] [-0.001 , 0.015] [-0.001 , 0.015]

Family Income Below Poverty Line 0.127** -0.131 -0.126 -0.126 -0.131 0.126*5 (0.044) (0.045) (0.044) (0.044) (0.045) (0.044) [-0.213, -0.040] [-0.218, -0.044] [-0.213, -0.040] [-0,213, -0.040] [-0.218, -0.044) [-0.212,-0.039]

Number of Siblings -0.007 -0.007 -0.007 -0.007 -0.007 -0.007 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.025,0.011] [-0.025,0.011] [-0.025,0.011] [-0.025,0.012] [-0.025,0.012] [-0.025,0.011]

- 102 - TABLEN4.2D: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) (4) (5> (6) VARIABLES

Father Education 0.016** 0.016** 0.016** 0.016** 0.016** 0.016** (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [0.004, 0.028] 10.004, 0.028) [0.004, 0.028) [0.004 0.028] [0.004, 0.028] [0.004, 0.029]

Mother Education 0.002 0.002 0.002 0.001 0.001 0.001 (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [-0.012, 0.015] [-0.012 , 0.015] [-0.012, 0.015] [-0.012 , 0.015] [-0.012, 0.015] [-0.012, 0.014]

Urban Location 0.033 0.033 0.034 0.033 0.032 0.032 (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [-0.019, 0.086] [-0.020, 0.085] [-0.019 , 0.086] [-0.020, 0.085] [-0.021, 0.084] [-0.020, 0.085]

Cognitive Ability (Z-Score) 0.076*** 0.076*** 0.076*** 0.075*** 0.075*** 0.076*** (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [0.045, 0.106] [0.045, 0.106] [0.045 , 0.106] [0.044, 0.106] [0.044, 0.106] [0.045, 0.106]

Locus of Control 0.064 0.064* 0.064* 0.064* 0.065* 0.065* (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [0.011,0.116] [0.012,0.117] [0.012,0.127) [0.012,0.117] [0.012,0.117] [0.012,0.117]

Self Concept 0.014 0.014 0.014 0.014 0.014 0.014 (0.022) (0.022) (0.022) (0.022) (0.022) (0.022) [-0.029 , 0.057] [-0.029, 0.057] [-0.029 , 0.057] [-0.029 , 0.057] [-0.029 , 0.057] [-0.029, 0.057]

Non-Cognitive Ability (EXTERNAL) 0.117* 0.116* 0.117* 0.118* 0.117* 0.117* (0.055) (0.055) (0.055) (0.055) (0.055) (0.056) [0.008, 0.226] [0.008, 0.225] [0.008, 0.226] [0.009 , 0.227] [0.009, 0.226] [0.008, 0.226]

Black - not Hispanic -0.032 -0.029 -0.027 -0.032 -0.029 -0.027 (0.051) (0.049) (0.049) (0.051) (0.049) (0.049) [-0.131 , 0.067] [-0.126, 0.067] [-0.124, 0.069] [-0.131 , 0.067] [-0.126, 0.068] [-0.124, 0.069]

American Indian or Alaska Native .0.349* -0.348 0.350* .0.351* 0350* 0.356* (0.170) (0.170) (0.170) (0.170) (0.170) (0.169) [-0.632, -0.016] [-0.682 , -0.015] [-0.683, -0.017] [-0.684, -0.018] [-0.683 , -0.017] [-0.688, -0.024]

Asian or Pacific Islander 0.122* 0.120* 0.122* 0.121* 0.119* 0.122* (0.056) (0.056) (0.056) (0.056) (0.056) (0.056) [0.013, 0.231] [0.011, 0.229) [0.014, 0.231] [0.012, 0.230] [0.010, 0.228] [0.013, 0.231]

Hispanic or Latino 0.101 0.102** 0.102** 0.101 0.102** 0.102** (0.035) (0.035) (0.035) (0.035) (0.035) (0.035)

[0.033,0.169] [0.034,0.171) [0.033,0.170) [0.033,0.169] [0.034, 0.170] [0.033 , 0.170]

FullTime Worker 0.958*** 0.958*** 0.959*** 0.958*** 0.958*** 0.958*** (0.040) (0.040) (0.040) (0.040) (0.040) (0.040> [0.880, 1.036] [0.880, 1.036] [0.881, 1.037] [0.880, 1.036] [0.880, 1.036] [0.880, 1.036]

Graduate in 1999 or Student in January 2000 .ØQ79** ..0078** 0.079** .0079** 0.079** -0.080 (0.029) (0.029) (0.029) (0.029) (0.029) (0.029) [-0.135 ,-0.022[[-0.135, -0.022] [-0.136,-0.023][-0.136, -0.022] [-0.135 , -0.022] [-0.136, -0.023]

Constant 8.375*** 8.376*** 3374*** 8.369*** 8.371*** 8.377*** (0.237) (0.237) (0.237> (0.237) (0.237> (0.238> [7.910, 8.840] [7.911, 8.841] [7.909 , 8.838] [7.904, 8.834] [7.906, 8.836] [7.912, 8.843]

Observations 3,380 3,380 3,380 3,380 3,380 3,380 Adjusted R-squared 0.295 0.295 0.295 0.295 0.295 0.295

- 103 - TABLEN4.2D: Log Annual Wage Dependent Variable: Logarithmic Annual Income in 1999 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Blacks 0.214 (0.113) Incremental Effect of College Athletics for Income Below Poverty Line 0.401*** (0.116) Incremental Effect of College Athletics for Single-Parent Household 0.103 (0.109) Incremental Effect of College BBAthletics for Blacks 0.227 (0.164) Incremental Effect of College BBAthletics for Income Below Poverty Line 0.453* (0.050) Incremental Effect of College BBAthletics for Single-Parent Household -0.122 (0.174) Robust standard errors in parentheses. 95-percent confidence intervals is square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the escluded category. Respondents without a wage are excluded. Source: NELS.

- 104 - TABLEE1.1A: High School Graduation Dependent Variable: High School Diploma or GED Received by 2004; Linear Probability Model Sex: Male (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.046*** (0.009) [0.028, 0.064]

High School Sophomore BB/FBVarsity Athlete 0.050*** (0.010) [0.030, 0.071]

High School Sophomore Non BB/FBVarsity Athlete 0.042*** (0.010) [0.023, 0.060]

Single-Parent Household 0.027* 0.026* 0,026* (0.011) (0.011) (0.011) [-0.048, -0.006] [-0.047, -0.005] [-0.047, -0.005]

Family Income ($1OK) 0,002* 0.001 0.001 (0.001) (0.001) (0.001) [0.000, 0.003] [-0.000, 0.003] [-0.000, 0.003]

Family Income Below Poverty Line 0.070* 0.071** 0.071** (0.027) (0.027) (0.027) [-0.123, -0.016] [-0.123, -0.018] [-0.123, -0.018]

Numberof Siblings -0.004 -0.005 -0.005 (0.003) (0.003) (0.003) [-0.011, 0.002] [-0.011, 0.002] [-0.012, 0.002]

Father Education 0.001 0.000 0.000 (0.002) (0.002) (0.002) [-0.003 , 0.005] [-0.003, 0.004] [-0.003, 0.004]

Mother Education 0.002 0.002 0.002 (0.002) (0.002) (0.002) [-0.002, 0.007] [-0.002, 0.006] [-0.002, 0.006]

Urban Location 0.006 0.006 0.006 (0.009) (0.009) (0.009) [-0.012, 0.023] [-0.011, 0.023] [-0.011, 0.023]

Cognitive Ability (Z-Score) 0.026*** 0.026*** 0.027*** (0.006) (0.006) (0.006) [0.014, 0.039] [0.014, 0.039] [0.014, 0.039]

- 105 - TABLEE1.1A: High School Graduation Dependent Variable: High School Diploma or GED Received by 2004; Linear Probability Model Sex: Male (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale -0.003 -0.003 -0.003 (0.007) (0.007) (0.007) [-0.017, 0.010] [-0.017, 0.011] [-0.017, 0.011]

Control Expectation Scale 0.001 0.000 0.000 (0.006) (0.006) (0.006) [-0.012, 0.0131 [-0.012, 0.0131 [-0.012, 0.012]

Instrumental Motivation - Utility Interest - Scale 0.010 0.007 0.007 (0.006) (0.006) (0.006) [-0.001, 0.02 1] [-0.004, 0.018] [-0.004, 0.018]

Non-Cognitive Ability (EXTERNAL) 0.099*** 0.097*** 0.098*** (0.019) (0.018) (0.018) [0.062, 0.135] [0.061, 0.134] [0.061, 0.134]

Black - not Hispanic -0.015 -0.014 -0.015 (0.022) (0.022) (0.022) [-0.058, 0.028] [-0.057, 0.029] [-0.058, 0.028]

American Indian or Alaska Native -0.064 -0.063 -0.064 (0.090) (0.088) (0.088) [-0.240, 0.113] [-0.236, 0.110] [-0.236, 0.109]

Asian or Pacific Islander 0.014 0.019 0.020 (0.010) (0.011) (0.011) [-0.006, 0.034] [-0.001, 0.040] [-0.001, 0.041]

Hispanic or Latino 0.047* 0.044* 0.044* (0.019) (0.018) (0.018) [-0.083, -0.010] [-0.080, -0.0081 [-0.080, -0.008]

Constant Q535** * 0.525** * 0.523*** (0.078) (0.077) (0.077) [0.382, 0.687] [0.374, 0.6761 [0.372, 0.675]

Observations 2,810 2,810 2,810 Adjusted R-squared 0.112 0.120 0.120 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 106 - TABLEE1.1B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 2004; Linear Probability Model Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

HighSchool Sophomore Varsity Athlete 0.047* 0.036* 0.033*** (0.009) (0.009) (0.009) [0.029, 0.065] [0.018, 0.053] [0.014, 0.051]

HSSophomore Athlete * Black -0.010 (0.044) [-0.097, 0.077]

HSSophomore Athlete * Income Below Poverty Line 0.117* (0.050) [0.020, 0.215]

HSSophomore Athlete x Single-Parent Household 0.041 (0.023) [-0.003, 0.086]

HighSchool Sophomore BB/FBVarsity Athlete 0.0S1” 0 041” 0.040” (0.011) (0.010) (0.010)

[0.030 , 0.072] [0.021 , 0.060] [0.020, 0.061]

HighSchool Sophomore Non BB/FBVarsity Athlete 0.042* 0.030” 0.024 (0.010) (0.009) (0.010) [0.024, 0.061] [0.011, 0.048] [0.005,0.043]

HSSophomore BB/FBAthlete * Black -0.011 (0.047) [-0.103 , 0.081]

HSNot BB/FBVarsity Athlete x Black -0.014 (0.064) [-0.140, 0.112]

HSSophomore BB/FBAthlete * Income Below Poverty Line 0.094 (0.057) [-0.017, 0.206]

HSNon BB/FBVarsity Athlete * Income Below Poverty Line 0.161** (0.054)

[0.055 , 0.267]

HSSophomore BB/FBAthlete * Single-Parent Household 0.027 (0.026) [-0.023 , 0.077]

HSNon BB/FBVarsity Athlete * Single-Parent Household 0.059* (0.025) [0.010, 0.107]

Single-Parent Household 0.026* 0.026* 45Q* 0.026* 0.026* 4.050 (0.011) (0.011) (0.020) (0.011) (0.011) (0.020) [-0.047, -0.005] [-0.047, -0.005] [-0.089 , -0.011] [-0.047, -0.005] [-0.047, -0.005] [-0.088, -0.011]

Family Income ($1OK( 0.001 0.001 0.001 0.001 0.001 0.001 (0.001) (0.001) (0.001) (0.001) (0.001) (0.001) [-0.000 , 0.003] 1-0.000, 0.003] [-0.000, 0.003] [-0.000 , 0.003] [-0.000, 0.003] 1-0.000, 0.003]

Family Income Below Poverty Line -0.071” 0.129** 0.069* -0.071” 0.129** -0.069 (0.027) (0.041) (0.027) (0.027) (0.041) (0.027) [-0.124, -0.018] [-0.210-0.048] [-0.122-0.016] [-0.124, -0.018] [-0.210-0.048] [-0.121-0.016]

Number of Siblings -0.005 -0.005 -0.005 -0.005 -0.005 -0.005 (0.003) (0.003) (0.003) (0.004) (0.004) (0.003) [-0.011,0.002] [-0.012,0.002] [-0.012,0.002] [-0.012,0.002) [-0.012,0.002] [-0.012,0.002]

- 107 - TABLEE1.1B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 2004; Linear Probability Model Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.000 0.000 0.001 0.000 0.000 0.001 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.003, 0.004] [-0.004, 0.004] [-0.003 , 0.004] [-0.003 , 0.004] [-0.004, 0.004] [-0.003, 0.004]

Mother Education 0.002 0.002 0.002 0.002 0.003 0.002 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.002 , 0.006] 1-0.002, 0.007] [-0.002 , 0.006] [-0.002 , 0.006] [-0.002 , 0.007] [-0.002 , 0.006]

Urban Location 0.006 0.007 0.006 0.006 0.007 0.006 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.011,0.0231 [-0.010,0.024] [-0.011,0.023] [-0.011,0.0231 [-0.010,0.0241 [-0.011,0.024]

CognitiveAbility(Z-Score) 0.026*** 0.026*** 0.026*** 0.026*** 0.026*** 0.027*** (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [0.014, 0.039] [0.014, 0.038] [0.014, 0.039] [0.014, 0.039] [0.014, 0.038] [0.014, 0.039]

Action Control: General Effort and Persistence Scale -0.003 -0.003 -0.003 -0.003 -0.003 -0.003 (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [-0.017,0.011] [-0.017,0.0111 [-0.016,0.011] [-0.017,0.011] [-0.017,0.010] [-0.016,0.011]

Control Expectation Scale 0.000 0.000 0.000 0.000 0.000 0.000 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [-0.012 , 0.013] [-0.012 , 0.012] [-0.012 , 0.012] [-0.012, 0.012] [-0.012, 0.013] [-0.012 , 0.013]

Instrumental Motivation - Utility Interest - Scale 0.007 0.008 0.007 0.007 0.008 0.007 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [-0.004, 0.018] [-0.004, 0.019] [-0.004, 0.018] [-0.004, 0.018] [-0.003, 0.019] [-0.004, 0.018]

Non-Cognitive Ability (EXTERNAL) 0.097*** 0.099*** 0.096*** 0.098*** 0.099*** 0.097*** (0.018) (0.018) (0.018) (0.018) (0.018) (0.019) [0.061, 0.134] [0.064, 0.135] [0.060, 0.133] [0.061 , 0.134] [0.063, 0.135] [0.060 , 0.133]

Black - not Hispanic -0.009 -0.016 -0.015 -0.008 -0.017 -0.015 (0.037) (0.022) (0.022) (0.037) (0.022) (0.022) [-0.082, 0.065] [-0.059 , 0.026] [-0.058, 0.028] [-0.082 , 0.065] [-0.060, 0.026] [-0.058, 0.028]

American Indian or Alaska Native -0.063 -0.056 -0.065 -0.064 -0.058 -0.064 (0.088) (0.088) (0.087) (0.088) (0.088) (0.088) [-0.236,0.110] [-0.228,0.116] [-0.236,0.106] [-0.236,0.109] [-0.230,0.114] [-0.235,0.108]

Asian or Pacific Islander 0.019 0.022* 0.019 0.020 0.022* 0.020 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.001 , 0.040] [0.001, 0.043] [-0.002 , 0.040] [-0.001 , 0.041] [0.001, 0.043] [-0.000, 0.041]

Hispanic or Latino 0.044* o.o46* 0.045* QQ44* O.046* o.o4s* (0.018) (0.018) (0.018) (0.018) (0.018) (0.018) [-0.080, -0.008] [-0.081 , -0.0101 [-0.081 , -0.009] [-0.080, -0.0081 [-0.082 , -0.010] [-0.081 , -0.009]

Constant 0.525*** 0.523*** 0.535*** 0.523*** 0.523*** 0.533*** (0.077) (0.076) (0.077) (0.077) (0.077) (0.078)

[0.374, 0.676] [0.374, 0.672] [0.383 , 0.686] [0.372 , 0.674] [0.373, 0.673] [0.381 , 0.685]

Observations 2,810 2,810 2,810 2,810 2,810 2,810 Adjusted R-sqsared 0.120 0.124 0.121 0.119 0.125 0.121

- 108 - TABLEE1.1B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 2004; Linear Probability Model Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.037 (0.043) Incremental Effect of HSAthletics for Income Below Poverty Line 0.153** (0.049) Incremental Effect of HSAthletics for Single-Parent Household 0.074*** (0.021) Incremental Effect of HSBB/FBAthletics for Blacks 0.040 (0.045) Incremental Effect of HS BB/FBAthletics for Income Below Poverty Line 0.135* (0.056) Incremental Effect of HS BB/FBAthletics for Single-Parent Household 0.068** (0.023) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the esciuded category. Source: ELS.

- 109 - TABLEE1.2A: High School Graduation Dependent Variable: High School Diploma or GED Received by 2004; Linear Probability Model Sex: Female (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.018** (0.007) [0.005, 0.030]

High School Sophomore BBVarsity Athlete 0.030*** (0.008) [0.013, 0.046]

High School Sophomore Non SB Varsity Athlete 0.014* (0.007) [0.001, 0.028]

Single-Parent Household 0.020** 0.019* -0.019 (0.008) (0.008) (0.008)

[-0.035 , -0.006] [-0.034, -0.005] [-0.034, -0.004]

Family Income (sicK) -0.000 -0.000 -0.000 (0.000) (0.000) (0.000) [-0.001, 0.001] [-0.001, 0.001] [-0.001, 0.001]

Family Income Below Poverty Line -0.021 -0.020 -0.019 (0.016) (0.016) (0.016) [-0.053, 0.011] [-0.052, 0.012] [-0.051, 0.013]

Numberof Siblings -0.004 -0.004 -0.004 (0.002) (0.002) (0.002) [-0.009, 0.000] [-0.009, 0.001] [-0.009, 0.000]

Father Education 0.000 0.000 0.000 (0.002) (0.002) (0.002) [-0.002, 0.003] [-0.003, 0.003] [-0.003, 0.003]

Mother Education 0.005** 0.004** 0.004** (0.002) (0.002) (0.002) [0.001, 0.008] [0.001, 0.007] [0.001 , 0.007]

Urban Location 0.002 0.002 0.003 (0.007) (0.007) (0.007) [-0.012, 0.016] [-0.012, 0.016] [-0.011, 0.016]

Cognitive Ability (Z-Score) 0.032*** 0.031*** 0.031*** (0.004) (0.004) (0.004) [0.023, 0.040] [0.023, 0.040] [0.023, 0.0401

- 110 - TABLEE1.2A: High School Graduation Dependent Variable: High School Diploma or GED Received by 2004; Linear Probability Model Sex: Female (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale 0.001 0.002 0.002 (0.006) (0.006) (0.006) [-0.010, 0.012] [-0.010, 0.0131 [-0.010, 0.013]

Control Expectation Scale 0.000 -0.001 -0.001 (0.007) (0.007) (0.007) [-0.013, 0.013] [-0.014, 0.0121 [-0.014, 0.012]

Instrumental Motivation - Utility Interest - Scale 0.010* 0.010* 0.010* (0.004) (0.004) (0.004) [0.002, 0.018] [0.001, 0.018] [0.002, 0.018]

Non-Cognitive Ability (EXTERNAL) 0.063*** 0.062*** 0.062*** (0.016) (0,016) (0.016) [0.031, 0.094] [0.030, 0.094] [0.030, 0.093]

Black - not Hispanic 0.009 0.010 0.010 (0.014) (0.014) (0.014) [-0.018, 0.037] [-0.017, 0.037] [-0.018, 0.037]

American Indian or Alaska Native 0.027 0.026 0.024 (0.043) (0.043) (0.043) [-0.057, 0.1111 [-0.057, 0.110] [-0.060, 0.107]

Asian or Pacific Islander 0.007 0.010 0.011 (0.009) (0.009) (0.009) [-0.010, 0.024] [-0.007, 0.028] [-0.006, 0.028]

Hispanic or Latino 0.042** 0,040** 0.040** (0.015) (0.015) (0.015) [-0.072, -0.012] [-0.070, -0.011] [-0.070, -0.011]

Constant 0.668*** 0.665*** 0.665*** (0.067) (0.067) (0.067) [0.537, 0.799] [0.533, 0.796] [0.533, 0.796]

Observations 3,550 3,550 3,550 Adjusted R-squared 0.092 0.094 0.094 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 111 - TABLEE1.2B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 2004; Linear Probability Model Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.012 0.01S 0.012 (0.007) (0.006) (0.007) [-0.001 , 0.0251 [0.003, 0.028] [-0.001, 0.0251

HSSophomore Athlete x Black 0.055* (0.027) [0.002, 0.107]

HSSophomore Athlete a Income Below Poverty Line 0.019 (0.030) [-0.040, 0.079]

HSSophomore Athlete x Single-Parent Household 0.015 (0.015)

[-0.015 , 0.046]

High School Sophomore BBVarsity Athlete 0.024** 0.025** 0.018 (0.008) (0.008) (0.008) [0.008, 0.041] [0.009 0.041] [0.002, 0.034)

High School Sophomore Non BBVarsity Athlete 0.009 0.013 0.010 (0.007) (0.007) (0.007) [-0.005, 0.0231 [0.000, 0.0261 [-0.003, 0.0231

HSSophomore BBAthlete a Black 0.046 (0.033) [-0.019, 0.111)

HSNon BBVarsity Athlete * Black 0.057* (0.028) [0.001,0.112]

HSSophomore BBAthlete a Income Below Poverty Line 0.061 (0.040) [-0.017, 0.1391

HSNon BBVarsity Athlete a Income Below Poverty Line 0.009 (0.033) [-0.056, 0.075]

HSSophomore BBAthlete a Single-Parent Household 0.034 (0.020) [-0.006, 0.0741

HS Non BBVarsity Athlete x Single-Parent Household 0.011 (0.016) [-0.021, 0.043]

Single-Parent Household 0.019* 0.020** 0.028* 0.019* 0.019* 0.027* (0.008) (0.008) (0.013) (0.008) (0.008) (0.013) [-0.034, -0.005] [-0.034, -0.0051 [-0.052 , -0.003] [-0.034, -0.004] [-0.034, -0.0051 [-0.052, -0.0031

Pamily Income (sicK) -0.000 -0.000 -0.000 -0.000 -0.000 -0.000 (0.000) (0.000) (0.000) (0.000) (0.000) (0.000)

[-0.001 , 0.001) [-0.001, 0.0011 [-0.001 , 0.001] [-0.001, 0.001) [-0.001, 0.0011 [-0.001, 0.001]

Family Income Below Poverty Line -0.019 -0.027 -0.019 -0.019 -0.027 -0019 (0.016) (0.022) (0.016) (0.016) (0.022) (0.016) [-0.051,0.013] [-0.070,0.016] [-0.052,0.013] [-0.051,0.0131 [-0.070,0.0161 [-0.051, 0.013]

Number of Siblings -0.004 -0.004 -0.004 -0.004 -0.004 -0.004 (0.002) (0.002) (0.002) (0,002) (0.002) (0.002) 1-0.009, 0.0011 [-0.009 , 0.0011 [-0.009, 0.001) [-0.009 , 0.000] [-0.009, 0.000] [-0.009 , 0.0001

- 112 - TABLEE1.2B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 2004; Linear Probability Model Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.000 0.000 0.000 0.000 0.000 0.000 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.003, 0.003] [-0.003 , 0.003] [-0.003 , 0.003] [-0.003 , 0.003] [-0.003 , 0.003) [-0.003, 0.003]

Mother Education 0.004** 0.004** 0.004’ 0004** 0.004”’ 0.004’ (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.001, 0.008] [0.001 , 0.007] [0.001, 0.008] [0.001 , 0.008] [0.001 , 0.007] [0.001 , 0.007]

Urban Location 0.002 0.002 0.002 0.002 0.002 0.002 (0.007) (0.007) (0.007) (0.007) (0.007) (0.007)

[-0.012, 0.016] [-0.012 , 0.016] [-0.012, 0.016] [-0.012 , 0.016] [-0.011 , 0.016] [-0.011 , 0.016]

Cognitive Ability (Z-Score) 0.031*** 0.031*** 0.031*** 0.031*** 0.031*** 0.031*** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.023, 0.040] [0.023, 0.040] [0.023, 0.040] [0.023, 0.040] [0.023, 0.040] [0.023 , 0.040]

Action Control: General Effort and Persistence Scale 0.002 0.002 0.002 0.002 0.001 0.002 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [-0.010, 0.013] [-0.010, 0.013] [-0.010, 0.013] [-0.010, 0.013] [-0.010, 0.013] [-0.010, 0.013]

Control Expectation Scale -0.001 -0.001 -0.001 -0.001 -0.001 -0.001 (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [-0.013, 0.012] [-0.014, 0.012] [-0.014, 0.012] [-0.013, 0.012] [-0.013, 0.012] [-0.014, 0.012]

Instrumental Motivation - Utility Interest - Scale 0.010* 0.009* 0.010* 0.010* 0.010* 0.010* (0.004) (0.004) (0.004) (0.004) (0.004) (0.004)

[0.002, 0.018] [0.001 , 0.018] [0.001 , 0.018] [0.002, 0.018] [0.002, 0.018] [0.002, 0.018]

Non-Cognitive Ability (EXTERNAL) 0.062*** 0.062*** 0062””” 0.062*** 0.062*** 0.062*** (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [0.031, 0.094] [0.030, 0.094] [0.030, 0.093] [0.031, 0.094] [0.030, 0.094] [0.030, 0.093]

Black - riot Hispanic -0.017 0.010 0.010 -0.017 0.010 0.010 (0.023) (0.014) (0.014) (0.023) (0.014) (0.014) [-0.062 , 0.028] [-0.017, 0.037] [-0.017, 0.037] [-0.062, 0.029] [-0.017, 0.037] [-0.017, 0.037]

American Indian or Alaska Native 0.026 0.026 0.026 0.023 0.023 0.023 (0.043) (0.042) (0.042) (0.043) (0.042) (0.042) [-0.058,0.109] [-0.057,0.109] [-0.057, 0.109] [-0.060,0.107] [-0.060,0.107] [-0.060,0.106]

Asian or Pacific Islander 0.009 0.010 0.010 0.010 0.011 0.010 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.008, 0.027] [-0.007, 0.028] [-0.008 0.027] [-0.007, 0.027] [-0.006, 0.029] [-0.007, 0.028] Hispanic or Latino 0.041** 0.040** 0.040** -0.041k” 4QØC -0.040” (0.015) (0.015) (0.015) (0.015). (0.015) (0.015) [-0.071-0.012] [-0.070,-DOll] [-0.070,-COil] [-0.071 ,-0.011] [-0.070,-Doll] [-0.070,-0.011]

Constant 0.664””' 0.665*** 0.668*** 0.664*** 0.666*** 0659** (0.067) (0.067) (0.067) (0.067) (0.067) (0.067) [0.533, 0.795] [0.534, 0.797] [0.537 , 0.799] [0.533 , 0.795] [0.535, 0.797] [0.538, 0.799]

Observations 3,550 3,550 3,550 3,550 3,550 3,SSO Adjusted R-squared 0.095 0.094 0.094 0.095 0.094 0.094

- 113 - TABLEE1.2B: High School Graduation Dependent Variable: High School Diploma or GEDReceived by 2004; Linear Probability Model Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effectof I-ISAthletics for Blacks 0.067** (0.026) Incremental Effect of HSAthletics for Income Below Poverty Line 0.035 (0.030) Incremental Effect of HSAthletics for Single-Parent Household 0.027* (0.014) Incremental Effect of HS BBAthletics for Blacks 0.070* (0.032) Incremental Effect of I-ctBBAthletics for Income Below Poverty Line 0.085* (0.039) Incremental Effect of HS BBAthletics for Single-Parent Household 0.052** (0.019) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p

- 114 - TABLEE2.1A: College Attendance Dependent Variable: Attended Any PSE Institution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.043** (0.013) [0.017, 0.069]

High School Sophomore BB/FBVarsity Athlete 0.046** (0.015) [0.016, 0.076]

High School Sophomore Non BB/FBVarsity Athlete 0.040** (0.015) [0.011, 0.069]

Single-Parent Household 0.038* 0,037* 0.037* (0.016) (0.016) (0.016) [-0.068, -0.007] [-0.068, -0.006] [-0.068, -0.006]

Family Income ($1OK) 0.003* 0,002* 0.002* (0.001) (0.001) (0.001) [0.000, 0.005] [0.000, 0.005] [0.000, 0.005]

Family Income Below Poverty Line 0.069* 0.070* 0.070* (0.033) (0.033) (0.033) [-0.134, -0.003] [-0.135, -0.005] [-0.135, -0.005]

Numberof Siblings -0.006 -0.006 -0.006 (0.005) (0.005) (0.005) [-0.015, 0.004] [-0.015, 0.003] [-0.015, 0.003]

Father Education 0.011I’ Q,o11l”K (0.003) (0.003) (0.003) [0.006, 0.016] [0.006, 0.016] [0.006, 0.016] o’”K Mother Education 1o,o 0.010’ 0.010’ (0.003) (0.003) (0.003) [0.004, 0.016] [0.004, 0.016] [0.004, 0.016]

Urban Location 0.059*** 0.059*** o.060*** (0.012) (0.012) (0.012) [0.037, 0.082] [0.036, 0.082] [0.037, 0.082]

Cognitive Ability (Z-Score) 0.056*** 0.056*** 0.057*** (0.009) (0.009) (0.009) [0.039, 0.073] [0.040, 0.073] [0.040, 0.073]

- 115 - TABLEE2.1A: College Attendance Dependent Variable: Attended Any PSE Institution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale -0.001 -0.000 -0.001 (0.010) (0.010) (0.010) [-0.020, 0.018] [-0.020, 0.019] [-0.020, 0.019]

Control Expectation Scale 0,020* 0.020* 0.020* (0.009) (0.009) (0.009) [0.002, 0.038] [0.002, 0.038] [0.002, 0.038]

Instrumental Motivation - Utility Interest - Scale 0.017* 0.014 0.014 (0.008) (0.008) (0.008) [0.001, 0.033] [-0.002, 0.030] [-0.002, 0.030]

Non-Cognitive Ability (EXTERNAL) 0.109* ** 0.109*** 0.109*** (0.023) (0.023) (0.023) [0.064, 0.153] [0.064, 0.153] [0.064, 0.153]

Black - not Hispanic 0.068** 0.069** 0.068** (0.026) (0.025) (0.026) [0.018, 0.118] [0.019, 0.119] [0.018, 0.119]

American Indian or Alaska Native -0.146 -0.149 -0.15 0 (0.135) (0.136) (0.136) [-0.411 , 0.118] [-0.415, 0.116] [-0.416, 0.1161

Asian or Pacific Islander 0.063*** 0.068*** 0.069*** (0.016) (0.016) (0.016) [0.032, 0.094] [0.037, 0.100] [0.038, 0.100]

Hispanic or Latino 0.025 0.028 0.028 (0.023) (0.023) (0.023) [-0.021, 0.071] [-0.018, 0.074] [-0.018, 0.074]

Constant 0.106 0.092 0.090 (0.099) (0.100) (0.100) [-0.088, 0.300] [-0.104, 0.287] [-0.106, 0.286]

Observations 2,640 2,640 2,640 Adjusted R-squared 0.164 0.167 0.167 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 116 - TABLEE2.1B:College Attendance Dependent Variable: Attended Any PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.045”' 0.040’’ 0.045** (0.014) (0.013) (0.015)

[0.018, 0.072] [0.014, 0.066] [0.016 , 0.074]

HSSophomore Athlete a Black -0.021 (0.051) [-0.120, 0.078]

HSSophomore Athlete * Income Below Poverty Line 0.038 (0.063) [-0.085 , 0.161]

HSSophomore Athlete a Single-Parent Household -0.007 (0.031) [-0.067, 0.054]

High School Sophomore BB/FBVarsity Athlete 0.048** 0.040** 0.062*** (0.016) (0.015) (0.016) [0.017, 0.080] [0.010, 0.071] [0.030,0.094]

High School Sophomore Non BB/FBVarsity Athlete 0.041** 0.040” 0.028 (0.015) (0.015) (0.016) [0.011, 0.070] [0.011 , 0.069] [-0.003 , 0.059]

HSSophomore BB/FBAthlete a Black -0.027 (0.054) [-0.133, 0.079]

HSNon BB/FBVarsity Athlete * Black -0.009 (0.068) [-0.143, 0.125]

HSSophomore BB/FBAthlete a Income Below Poverty Line 0.070 (0.070) [-0.066, 0.207]

HSNon BB/FBVarsity Athlete x Income Below Poverty Line -0.020 (0.081) [-0.180, 0.139]

HSSophomore BB/FBAthlete a Single-Parent Household -0.053 (0.036) [-0.123 , 0.018]

HS Non BB/FBVarsity Athlete a Single-Parent Household 0.052 (0.035) [-0.017, 0.121]

Single-Parent Household 0.037* 0.037* -0.033 0.037* 0.037* -0.033 (0.016) (0.016) (0.026) (0.016) (0.016) (0.026) [-0.068, -0.006] [-0.068, -0.006] [-0.083 , 0.018] [-0.068, -0.006] [-0.068, -0.006] [-0.083 , 0.017]

Family Income )$1OK( 0.002* 0.002* 0.002* 0.002* 0.002* 0.002 (0.001) (0.001) (0.001) (0.001) (0.001) (0.001) [0.000, 0.005] [0.000, 0.0051 [0.000, 0.005] [0.000, 0.005] [0.000, 0.005] [-0.000, 0.005]

Family Income Below Poverty Line -0.071” -0.091 0.070* 0071* -0.091 -0.069” (0.033) (0.050) (0.033) (0.033) (0.050) (0.033) [-0.136,-0.005] [-0.189,0.007] [-0.136 ,-0.005] [-0.136 ,-0.OOS] [-0.189,0.007] [-0.135 ,-0.004]

Number of Siblings -0.006 -0.006 -0.006 -0.006 -0.006 -0.006 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.015, 0.003] [-0.015, 0.003] [-0.015 , 0.003] [-0.015, 0.0031 [-0.015, 0.003] [-0.015, 0.003]

- 117 - TABLEE2.1B: College Attendance Dependent Variable: Attended Any PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.011* 0.011 0.011 0.011 0.011” Q*** (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.006, 0.016] [0.006, 0.016] [0.006, 0.016] [0.006, 0.016] [0.006, 0.016] [0.006, 0.016]

Mother Education 0.010 0.010 QIJ** 0.010 0.010 0.010 (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.004, 0.016] [0.004, 0.016] [0.004, 0.016] [0.004, 0.016] [0.004, 0.016] [0.004, 0.016] urban Location 0.059*** 0.060*** 0.059*** 0.059*** 0.060*** 0.059*** (0.012) (0.012) (0.012) (0.012) (0.012) (0.012) [0.036 , 0.082] [0.037, 0.083] [0.036, 0.082] [0.037, 0.082] [0.038, 0.083] [0.036, 0.081]

Cognitive Ability (Z-Score) 0.056*** 0.056*** 0.056*** 0.056*** 0.057*** 0.056*** (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [0.039, 0.073] [0.039 , 0.073] [0.040, 0.073] [0.040, 0.073] [0.040, 0.074] [0.039, 0.073]

Action Control: General Effort and Persistence Scale -0.000 -0.001 -0.001 -0.000 -0.000 -0.001 (0.010) (0.010) (0.010) (0.010) (0.010) (0.010) [-0.020, 0.019] [-0.020, 0.019] [-0.020, 0.019] [-0.020, 0.019] [-0.019, 0.019] [-0.020, 0.019]

Control Expectation Scale 0.020* 0.020* 0.020* 0.020* 0.020* 0.021* (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [0.002, 0.038] [0.002, 0.038] [0.002 , 0.038] [0.002, 0.038] [0.002, 0.038] [0.003 , 0.039]

Instrumental Motivation - Utility Interest - Scale 0.014 0.014 0.014 0.014 0.014 0.014 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008)

[-0.003, 0.030] [-0.002, 0.030] [-0.002 , 0.030] [-0.003, 0.030] [-0.002, 0.030] [-0.002 , 0.030]

Non-Cognitive Ability (EXTERNAL) 0.109*** 0.110 0.109 0.109 0.111 0.109” (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [0.064, 0.1S3] [0.065 , 0.154] [0.064, 0.153] [0.064, 0.153] [0.066, 0.156] [0.065 , 0.154]

Black - not Hispanic 0.082 0.069** 0.069** 0.082 0.069** 0.071** (0.042) (0.026) (0.025) (0.042) (0.026) (0.026) [-0.001,0.165] [0.019,0.120] [0.019,0.119] [-0.000,0.165] [0.019,0.119] [0.021,0.121]

American Indian or Alaska Native -0.150 -0.148 -0.149 -0.151 -0.147 -0.142 (0.136) (0.136) (0.136) (0.136) (0.136) (0.137) [-0.416,0.116] [-0.415,0.119] [-0.415,0.117] [-0.417,0.116] [-0.414,0.120] [-0.412,0.127]

Asian or Pacific Islander 0.069*** 0.070*** 0.068*** 0.069*** 0.071*** 0.071*** (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [0.037, 0.100] [0.038, 0.101] [0.037, 0.100] [0.038, 0.101] [0.040, 0.102] [0.040, 0.103]

Hispanic or Latino 0.028 0.027 0.028 0.028 0.028 0.027 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.018, 0.074] [-0.019, 0.073] [-0.018, 0.074] [-0.018, 0.074] [-0.018, 0.074] [-0.019 , 0.073]

Constant 0.091 0.089 0.090 0.090 0.083 0.087 (0.100) (0.100) (0.100) (0.100) (0.101) (0.100) [-0.104,0.287] [-0.106,0.285] [-0.106,0.286] [-0.107,0.286] [-0.114,0.280] [-0.109, 0.284]

Observations 2,640 2,640 2,640 2,640 2,640 2,640 Adjusted R-squared 0.167 0.167 0.167 0.166 0.167 0.169

- 118 - TABLEE2.1B: College Attendance Dependent Variable: Attended Any PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.024 (0.049) Incremental Effect of HSAthletics for Income Below Poverty Line 0.078 (0.062) Incremental Effect of HSAthletics for Single-Parent Household 0.038 (0.027) Incremental Effect of HS 85/PB Athletics for Blacks 0.021 (0.052) Incremental Effect of HSBB/FBAthletics for Income Below Poverty Line 0.111 (0.068) Incremental Effect of HS BB/FBAthletics for Single-Parent Household 0.009 (0.032) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, p<0.01, p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the escluded category. Source: ELS.

- 119 - TABLEE2.2A: College Attendance Dependent Variable: Attended Any PSE Institution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.058*** (0.010) [0.039, 0.078]

High School Sophomore BBVarsity Athlete 0.060*** (0.015) [0.031, 0.090]

High School Sophomore Non BBVarsity Athlete 0.058*** (0.010) [0.038, 0.078]

Single-Parent Household 0.032** 0.029* 0.029* (0.012) (0.012) (0.012) [-0.055, -0.009] [-0.051, -0.006] [-0.051, -0.006]

Family Income ($1OK) 0.001 0.001 0.001 (0.001) (0.001) (0.001) [-0.000, 0.003] [-0.001, 0.003] [-0.001, 0.003]

Family Income Below Poverty Line -0.018 -0.014 -0.014 (0.023) (0.023) (0.023) [-0.062 , 0.027] [-0.059, 0.031] [-0.059, 0.031]

Number of Siblings 0.016*** 0.015’” 0.015*** (0.004) (0.004) (0.004) [-0.023 , -0.008] [-0.023, -0.008] [-0.023 , -0.008]

Father Education 0,008*** 0.008*** 0.008*** (0.002) (0.002) (0.002) [0.005, 0.012] [0.004, 0.012] [0.004, 0.012]

Mother Education 0.007** 0.006** O.006** (0.002) (0.002) (0.002) [0.002, 0.011] [0.002, 0.010] [0.002, 0,010]

Urban Location 0.018 0.019* 0.019* (0.010) (0.010) (0.010) [-0.001, 0.037] [0.000, 0.038] [0.000, 0.038]

Cognitive Ability (Z-Score) 0.060*** 0.059*** 0.059*** (0.007) (0.007) (0.007) [0.046, 0.073] [0.045, 0.072] [0.045, 0.072]

- 120 - TABLEE2.2A: College Attendance Dependent Variable: Attended Any PSE Institution by 2006; linear Probability Model Sex: Female; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale -0.007 -0.005 -0.006 (0.008) (0.008) (0.008) [-0.023, 0.008] [-0.021, 0.010] [-0.021, 0.010]

Control Expectation Scale 0.008 0.005 0.005 (0.008) (0.008) (0.008) [-0.007, 0,023] [-0.010, 0.020] [-0.010, 0.020]

Instrumental Motivation - Utility Interest - Scale 0.011 0.010 0.010 (0.006) (0.006) (0.006) [-0.000, 0.023] [-0.001, 0.022] [-0.001, 0.022]

Non-Cognitive Ability (EXTERNAL) 0.076*** 0.074*** 0.074*** (0.021) (0.021) (0.021) [0.034, 0.117] [0.033, 0.114] [0.033, 0.114]

Black - not Hispanic 0.066*** 0.068*** 0.067*** (0.019) (0.019) (0.019) [0.028, 0.103] [0.030, 0.105] [0.030, 0.105]

American Indian or Alaska Native 0,138** 0.135** 0.135** (0.044) (0.043) (0.043) [0.053, 0.223] [0.051, 0.219] [0.050 , 0.219]

Asian or Pacific Islander 0.057*** 0.067*** 0.067*** (0.012) (0.012) (0.012) [0.033, 0.081] [0.043, 0.092] [0.043, 0.092]

Hispanic or Latino 0.037* 0.042* 0.042* (0.019) (0.019) (0.019) [0.001, 0.073] [0.006, 0.079] [0.006, 0.079]

Constant 0.406*** Q394*** 0.394*** (0.090) (0.089) (0.090) [0.229, 0.583] [0.219, 0.570] [0.219 , 0.570]

Observations 3,410 3,410 3,410 Adjusted R-squared 0.119 0.128 0.128 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 121 - TABLEE2.2B: College Attendance Dependent Variable: Attended Any PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.061*** 0.059*** 0.049* (0.010) (0.010) (0.011) [0.040, 0.081] [0.039, 0.079] [0.028, 0.071]

HSSophomore Athlete x Black -0.026 (0.037) [-0.099, 0.046]

HSSophomore Athlete a Income Below Poverty Line -0.009 (0.041) [-0.090, 0.073]

HSSophomore Athlete x Single-Parent Household 0.025 (0.023) [-0.019 , 0.069]

High School Sophomore BBVarsity Athlete 0.066** 0.062*a* 0.051** (0.015) (0.015) (0.016) [0.036, 0.096] [0.032, 0.091] [0.019, 0.082]

High School Sophomore Non BEVarsity Athlete 0.059* 0.058 0.049*** (0.011) (0.010) (0.011)

[0.038, 0.080] [0.038 , 0.079] [0.027, 0.070]

HSSophomore BEAthlete x Black -0.052 (0.056) [-0.161, 0.057]

HS Non EBVarsity Athlete x Black -0.017 (0.040) [-0.094, 0.061]

HSSophomore BBAthlete a Income Below Poverty Line -0.013 (0.075) [-0.160, 0. 134]

HS Non BEVarsity Athlete a Income Below Poverty Line -0.007 (0.044) [-0.094, 0.079]

HSSophomore BEAthlete a Single-Parent Household 0.028 (0.035) [-0.041, 0.097]

HS Non BEVarsity Athlete a Single-Parent Household 0.024 (0.023) [-0.022, 0.070]

Single-Parent Household 0.029* 0.029* 0.042* 0.029* 0.028* 0.042* (0.012) (0.012) (0.019) (0.012) (0.012) (0.019) [-0.051 , -0.006] [-0.051 , -0.006] [-0.079, -0.005] [-0.051, -0.006] [-0.051 , -0.006] [-0.079, -0.005]

Family Income )$1OK) 0.001 0.001 0.001 0.001 0.001 0.001 (0.001) (0.001) (0.001) (0.001) (0.001) (0.001) [-0.001 , 0.003] [-0.001, 0.003] [-0.001, 0.003] [-0.001, 0.003] [-0.001 , 0.003] [-0.001, 0.003]

Family Income Below Poverty Line -0.014 -0.011 -0.014 -0.015 -0.011 -0.014 (0.023) (0.030) (0.023) (0.023) (0.030) (0.023) [-0.059, 0.030] [-0.069 , 0.048] [-0.058, 0.031] [-0.059, 0.030] [-0.069 , 0.048] [-0.058, 0.031]

Number of Siblings -0.015” 0.015’” 0.015 -0.015 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.023 , -0.008] [-0.023 , -0.008] [-0.023, -0.008] 1-0.023 -0.008] [-0.023 , -0.008] [-0.023 , -0.008]

- 122 - TABLEE2.2B: College Attendance Dependent Variable: Attended Any PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.008*** 0.008* 0.00B” 0.008” 0.008*** 0.008*** (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.004, 0.012] [0.004, 0.012) [0.004, 0.012) [0.004 0.012] [0.004, 0.012] [0.004, 0.012]

Mother Education 0.006** 0.006** 0.006” 0.006** 0.006** 0.006** (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.002, 0.010] [0.002, 0.010] [0.002, 0.010] [0.002 , 0.010] [0.002, 0.010] [0.002 , 0.010]

Urban Location 0.019* 0.019* 0.019* 0.019* 0.019* 0.019* (0.010) (0.010) (0.010) (0.010) (0.010) (0.010) [0.000, 0.038] [0.000, 0.038] [0.000, 0.038] [0.000, 0.038] [0.000, 0.038] [0.000, 0.038]

Cognitive Ability )Z-Score) 0.059*** 0.059*** 0.059*** 0.059” 0.059*** 0.059* (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [0.045 , 0.073] [0.045 , 0.072] [0.045, 0.072] [0.045 , 0.073] [0.045, 0.072] [0.045 , 0.072]

Action Control: General Effort and Persistence Scale -0.006 -0.006 -0.005 -0.005 -0.006 -0.005 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.021, 0.010] [-0.021, 0.010] [-0.021, 0.010] [-0.021, 0.010] [-0.021, 0.010] [-0.021, 0.010)

Control Expectation Scale 0.005 0.005 0.005 0.005 0.005 0.005 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.010, 0.020] [-0.010, 0.020] [-0.010, 0.020] [-0.010, 0.020] [-0.010, 0.020] [-0.010, 0.020]

Instrumental Motivation - Utility Interest - Scale 0.010 0.010 0.010 0.010 0.010 0.010 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006)

[-0.002 , 0.022] [-0.001 , 0.022) [-0.002 , 0.022] [-0.002 , 0.022] [-0.001 , 0.022) [-0.001, 0.022]

Non-Cognitive Ability (EXTERNAL) 0.073* 0.073* 0.074” 0.073*** 0.073” 0.074* (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [0.032, 0.114] [0.033, 0.114] [0.033, 0.115] [0.032, 0.114] [0.033, 0.114] [0.033, 0.115]

Black - not Hispanic 0.081” 0.068* 0.067* 0.081” 0.068* 0.067* (0.029) (0.019) (0.019) (0.029) (0.019) (0.019) [0.024, 0.137] [0.030, 0.106] [0.029, 0.1OS[ [0.025 , 0.138] [0.029 , 0.106] [0.029 , 0.105]

American Indian or Alaska Native 0.135** 0.135** 0.135** 0.134” 0.135** 0.134** (0.043) (0.043) (0.043) (0.043) (0.043) (0.043) [0.051, 0.220] [0.051, 0.220) [0.051, 0.219] [0.050, 0.219] [0.050, 0.219] [0.050, 0.218]

Asian or Pacific Islander 0.068*** 0.067* 0.067”’ 0.068’” 0.067*** 0.067’” (0.013) (0.012) (0.012) (0.013) (0.013) (0.013) [0.043 , 0.092] [0.043, 0.092] [0.042, 0.091] [0.044, 0.093] [0.043 , 0.092] [0.042 , 0.091]

Hispanic or Latino 0.042* 0.042* 0.042* 0.043* 0.042* 0.042* (0.019) (0.019) (0.019) (0.019) (0.019) (0.019) [0.006, 0.079] [0.006, 0.078] [0.006, 0.079] [0.006, 0.079] [0.006, 0.079] [0.006, 0.079]

Constant 0.39S*** 0.394’” 0.399” 0.394” 0.394*** 0.399” (0.090) (0.089) (0.090) (0.090) (0.090) (0.090) [0.219, 0.570] [0.219, 0.570] [0.223, 0.575] [0.219, 0.570] [0.218, 0.569] [0.223, 0.575]

Observations 3,410 3,410 3,410 3,410 3,410 3,410 Adjusted 9-squared 0.128 0.128 0.129 0.128 0.128 0.128

- 123 - TABLEE2.2B: College Attendance Dependent Variable: Attended Any PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.035 (0.035) Incremental Effect of HSAthletics for Income Below Poverty Line 0.050 (0.040) Incremental Effect of KSAthletics for Single-Parent Household 0.074*** (0.020) Incremental Effect of KS BBAthletics for Blacks 0.014 (0.053) Incremental Effect of HS 66 Athletics for Income Below Poverty Line 0.048 (0.074) Incremental Effect of HSBBAthletics for Single-Parent Household 0.079 (0.032) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. “ p

- 124 - TABLEE2.3A: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.103*** (0.017) [0.069, 0.136]

High School Sophomore BB/FBVarsity Athlete 0.116*** (0.019) [0.078, 0.154]

High School Sophomore Non BB/FBVarsity Athlete 0.087*** (0.020) [0.048, 0.126]

Single-Parent Household 0.056** 0.054** 0.054** (0.020) (0.020) (0.020) [-0.094, -0.017] [-0.092, -0.015] [-0.092, -0.015]

Family Income ($1OK) 0.008*** 0.007*** 0.007*** (0.002) (0.002) (0,002) [0.004, 0.012] [0.003, 0.011] [0.004, 0.011]

Family Income Below Poverty Line 0.023 0.020 0.020 (0.036) (0.036) (0,036) [-0.048, 0.095] [-0.051, 0.091] [-0.050, 0.091]

Number of Siblings -0.011 -0.011 -0.011 (0.006) (0.006) (0.006) [-0.023, 0.001] [-0.023 , 0,001] [-0.023, 0.000]

Father Education 0.020*** 0.019” 0.019*** (0.004) (0.004) (0.004) [0.013, 0.027] [0.012 , 0.026] [0.012, 0.026]

Mother Education 0.010* 0.009* 0.010* (0.004) (0.004) (0.004) [0.002, 0.019] [0.001, 0.018] [0.001 , 0.0181

Urban Location 0.054** 0.054** 0.055*** (0.017) (0.017) (0.017) [0.021, 0.088] [0.021, 0.087] [0.022, 0.088]

Cognitive Ability (Z-Score) 0.170*** 0.170*** 0.171*** (0.010) (0.010) (0.010) [0.150, 0.189] [0.150, 0.189] [0.151, 0.190]

- 125 - TABLEE2.3A: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale 0.009 0.011 0.010 (0.014) (0.014) (0.014) [-0.018, 0.036] [-0.016, 0.038] [-0.017, 0.037]

Control Expectation Scale 0.018 0.017 0.017 (0.012) (0.012) (0.012) [-0.007, 0.042] [-0.007, 0.041] [-0.007, 0.041]

Instrumental Motivation - Utility Interest - Scale 0.033** 0.026* 0.026* (0.011) (0.011) (0.011) [0.010, 0.055] [0.004, 0.049] [0.004, 0.049]

Non-Cognitive Ability (EXTERNAL) 0.116*** 0.116*** 0.117*** (0.023) (0.023) (0.023) [0.072, 0.161] [0.072, 0.160] [0.073, 0.162]

Black - not Hispanic 0.125*** 0.128*** 0.125*** (0.035) (0.034) (0.034) [0.057, 0.193] [0.062, 0.195] [0.058, 0.192]

American Indian or Alaska Native -0.118 -0.125 -0.128 (0.102) (0.098) (0.098) [-0.319, 0.083] [-0.316, 0.066] [-0.320 , 0.064]

Asian or Pacific Islander 0.014 0.027 0.029 (0.028) (0.028) (0.028) [-0.041, 0.068] [-0.027, 0.081] [-0.025, 0.083]

Hispanic or Latino 0.089** 0.084** 0.083** (0.028) (0.028) (0.028) [-0.144, -0.034] [-0.138, -0.029] [-0.138, -0.028]

Constant 0.347*** 0.382*** 0.389*** (0.104) (0.104) (0.104) [-0.551, -0,143] [-0.585, -0.179] [-0.593 , -0.185]

Observations 2,640 2,640 2,640 Adjusted R-squared 0.296 0.306 0.306 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.O1, * p

- 126 - TABLEE2.3B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.100 0.104 0.109 (0.018) (0.018) (0.020)

[0.065 , 0.135] [0.069 , 0.139] [0.070, 0.149]

HSSophomore Athlete a Black 0.036 (0.067) [-0.095, 0.167]

HSSophomore Athlete x Income Below Poverty Line -0.014 (0.066) [-0.143, 0.115]

HSSophomore Athlete a Single-Parent Household -0.021 (0.037) [-0.093 , 0.052]

High School Sophomore BB/FBVarsity Athlete 0.110 0.113” 0.128*** (0.020) (0.020) (0.023) [0.070 0.150] [0.073, 0.152] [0.083 , 0.174]

High School Sophomore Non BB/FBVarsity Athlete 0.089* 0.094a 0.089a** (0.020) (0.021) (0.023) [0.049 , 0.1281 [0.053 , 0.134] [0.045, 0.134]

HSSophomore BB/FBAthlete a Black 0.060 (0.071) [-0.078, 0.199]

HSNon BE/FE Varsity Athlete a Black -0.062 (0.100) [-0.258 0.134]

HSSophomore BE/FE Athlete a Income Below Poverty Line 0.051 (0.076) [-0.098, 0.199]

HS Non BB/FBVarsity Athlete a Income Below Poverty Line -0.136 (0.080) [-0.294, 0.021]

HSSophomore BE/FEAthlete x Single-Parent Household -0.038 (0.042)

[-0.121 , 0.044]

HS Non BB/FBVarsity Athlete x Single-Parent Household -0.003 (0.046)

[-0.092 , 0.087]

Single-Parent Household -0.053 0.054** -0.041 0.053 0.054** -0.040 (0.020) (0.020) (0.030) (0.020) (0.020) (0.030) [-0.092 , -0.015] [-0.092 , -0.015] [-0.100, 0,017] [-0.092 , -0.015] [-0.092 , -0.016] [-0.099, 0.018]

Family Income ($1OK) 0.007 0.007** 0.007*a* 0.007” 0.007*** 0.007**a (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.003,0.011] [0.003,0.011] [0.003,0.011] [0.004,0.011] [0.003,0.011] [0.004, 0.011]

Family Income Below Poverty Line 0.021 0.028 0.020 0.023 0.029 0.020 (0.036) (0.049) (0.036) (0.036) (0.049) (0.036) [-0.050, 0.093] [-0.068, 0.124] [-0.051, 0.091] [-0.048, 0.093] [-0.067, 0.125] [-0.031,0.091]

Number of Siblings -0.011 -0.011 -0.011 -0.011 -0.011 -0.011 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006] [-0.023, 0.001] [-0.023 , 0.001] [-0.023 , 0.001] [-0.023, 0.000] [-0.023, 0.000] [-0.023, 0.001]

- 127 - TABIEE2.3B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.019*** 0.019 0Q19*** O.019*** 0019 0.O19 (0.004) (0.004) (0.004) (0.004) (0004) (0.004) [0.012, 0.026) L0.012 , 0.026] [0.012 , 0.026] [0.012 , 0.026) [0.012 , 0.026) [0.012 , 0.026)

Mother Education 0.009* 0.009* 0.009* 0.010* 0.009* 0.010* (0.004) (0.004) (0.004) (0.004) (0.004) (0.004)

[0.001, 0.018] [0.001 0.018) [0.001, 0.018) [0.002, 0.018] [0.001 , 0.018] [0.001 , 0.018)

urban Location 0.054** 0.054** 0.054** 0.056*** 0.056*** 0.055 (0.017) (0.017) (0.017) (0.017) (0.017) (0.017) [0.022, 0.087) [0.021, 0.087] [0.021 , 0.087] [0.023 , 0.088) [0.023, 0.089) [0.022, 0.088]

Cognitive Ability (Z-Score( 0.170*** 0.170*** 0.170*** 0.171*** 0.171*** 0.170*** (0.010) (0.010) (0.010) (0.010) (0.010) (0.010) [0.151,0.190] [0.150,0.190] [0.150,0.189) [0.151, 0.190] [0.152,0.191] [0.151,0.190)

Action Control: General Effort and Persistence Scale 0.011 0.011 0.010 0.010 0.011 0.010 (0.014) (0.014) (0.014) (0.014) (0.014) (0.014)

[-0.017, 0.038] [-0.016 , 0.038] [-0.017, 0.038) [-0.017, 0.037] [-0.016 , 0.038] [-0.017, 0.037]

Control Expectation Scale 0.017 0.017 0.017 0.017 0.016 0.017 (0.012) (0.012) (0.012) (0.012) (0.012) (0.012) [-0.007, 0.041) [-0.007, 0.041) [-0.007, 0.041] [-0.007, 0.041) ]-0.008, 0.041) [-0.007, 0.042]

Instrumental Motivation - Utility Interest -Scale 0.027* 0.026* 0.026* 0.027* 0.026* 0.026* (0.011) (0.012) (0.011) (0.011) (0.012) (0.011) [0.004, 0.049] [0.004, 0.049] [0.004, 0.049] [0.004, 0.049] [0.003, 0.049] [0.004, 0.049]

Non-Cognitive Ability (EXTERNAL) 0.116*** 0.116*** 0.117*** 0.117*** 0.119’ 0.118*** (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [0.072, 0.160] [0.071 , 0.160] [0.072, 0.161) [0.073 , 0.162) [0.075 , 0.164] [0.073, 0.162]

Black - not Hispanic 0.106* o.llg*** 0.128*** 0.107* o.125*** 0.126*** (0.054) (0.034) (0.034) (0.054) (0.034) (0.034) [0.001,0.212) [0.061,0.195) [0.062,0.195) [0.001, 0.213] [0.059,0.192) [0.059,0.193)

American Indian or Alaska Native -0.125 -0.126 -0.124 -0.127 -0.126 -0.124 (0.098) (0.098) (0.098) (0.098) (0.098) (0.099) [-0.316,0.066] [-0.317, 0.065] [-0.313,0.068] [-0.319,0.065] [-0.318,0.065] [-0.318,0.070)

Asian or Pacific Islander 0.026 0.026 0.027 0.028 0.031 0.030 (0.028) (0.028) (0.028) (0.028) (0.028) (0.028) [-0.028, 0.080] [-0.028, 0.080) [-0.027, 0.081] [-0.026, 0.082] [-0.024, 0.085] [-0.024, 0.084]

Hispanic or Latino 0.084** 0.083** 0.083** 0.083** 0.081** 0.083** (0.028) (0.028) (0.028) (0.028) (0.028) (0.028) [-0.139,-0.029] [-0.138-0.029] [-0.138,-0.029) [-0.138,-0.028[ [-0.136,-0.026) [-0.138,-0.028)

Constant 0.381*** 0.381*** 0.386*** 0.389*** 0.397*** _0.395*** (0.104) (0.104) (0.104) (0.104) (0.105) (0.105) [-0.584, -0.178] [-0.585 , -0.177] [-0.590 , -0.182] [-0.593, -0.186] [-0.602, -0.192) [-0.600, -0.190)

Observations 2,640 2,640 2,640 2,640 2,640 2,640 Adjusted R-nquared 0.305 0.305 0.305 0.306 0.307 0.306

- 128 - TABLEE2.3B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (3) (5) (B) VARIABLES

Incremental Effect of HSAthlntics for Blacks 0.136’ (0.065) Incremental Effect of HSAthletics for Income Below Poverty Line 0.090 (0.063) Incremental Effect of HSAthletics for Single-Parent Household 0.089** (0.031) Incremental Effect of KS BB/FBAthletics for Blacks 0.170* (0.063) Incremental Effect of HSBB/PBAthletics for Income Below Poverty Une 0.163’ (0.073) Incremental Effect of HS BB/PBAthletics for Single-Parent Household 0.090’ (0.036) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p

- 129 - TABLEE2.4A: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.100*** (0.015) [0.072, 0.129]

High School Sophomore BBVarsity Athlete 0.128*** (0.023) [0.084, 0.172]

High School Sophomore Non BBVarsity Athlete 0.093*** (0.015) [0.063, 0.123]

Single-Parent Household 0.050** QQ44** 0.044** (0.016) (0.016) (0.016) [-0.082, -0.019] [-0.076, -0.013] [-0.075, -0.012]

Family Income ($1OK) 0.008*** 0.007*** 0,007*** (0.002) (0.002) (0.002) [0.005, 0.011] [0.004, 0.010] [0.004, 0.010]

Family Income Below Poverty Line 0.050 0.056* 0.057* (0.027) (0.027) (0.027) [-0.003, 0.103] [0.003, 0.109] [0.004, 0.110]

Number of Siblings 0.018*** 0.017*** 0.017*** (0.005) (0.005) (0.005) [-0.027, -0.008] [-0.026, -0.008] [-0.027, -0.008]

Father Education 0.015*** 0.015” (0.003) (0.003) (0.003) [0.009, 0.021] [0.009, 0.021] [0.009, 0.021]

Mother Education 0.016*** 0.015” 0.015*** (0.004) (0.004) (0.004) [0.009, 0.023] [0.008, 0.022] [0.008, 0.022]

Urban Location 0.091*** o.094*** o.o95*** (0.015) (0.015) (0.015) [0.063, 0.120] [0.065, 0.122] [0.066, 0,123]

Cognitive Ability (Z-Score) 0.190’’” 0.189*** 0.189*** (0.009) (0.009) (0.009) [0.173, 0.208] [0.171, 0.206] [0.172, 0.207]

- 130 - TABLEE2.4A: College Attendance Dependent Variable: Attended 4-Year PSE Institution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale 0.007 0.010 0.010 (0.012) (0.011) (0.011)

[-0.015, 0.030) [-0.012, 0.033) [-0.012 , 0.033)

Control Expectation Scale 0.022 0.017 0.017 (0.011) (0.011) (0,011) [-0.000, 0.044] [-0.005, 0.039] [-0.005, 0.039]

Instrumental Motivation - Utility Interest - Scale 0.025** 0.023** 0.024** (0.009) (0.009) (0.009) [0.008, 0.042] [0.006, 0.041] [0.007, 0.041]

Non-Cognitive Ability (EXTERNAL) 0.149*** 0.145*** 0.145*** (0.023) (0.023) (0.023) [0.104, 0.194] [0.101, 0.189] [0.101, 0.189]

Black - riot Hispanic 0.145*** 0.148*** 0.147*** (0.027) (0.027) (0.027) [0.093, 0.197] [0.095, 0.200] [0.094, 0.199]

American Indian or Alaska Native 0.163 0.158 0.153 (0.087) (0.088) (0.088) [-0.007, 0.334] [-0.013, 0.330] [-0.019, 0.325]

Asian or Pacific Islander 0.040 0.058* Q,Q59* (0.025) (0.025) (0.025) [-0.010, 0.089] [0.008, 0.107] [0.010, 0.109]

Hispanic or Latino -0.009 0.000 0.001 (0.025) (0.025) (0.025) [-0.058, 0.040] [-0.049, 0.049] [-0.049, 0.050]

Constant 0.457*** 0.477* ** 0.478*** (0.101) (0.100) (0.100) [-0.655, -0.259] [-0.673, -0.2811 [-0.674, -0.282]

Observations 3,410 3,410 3,410 Adjusted R-squared 0.314 0.324 0.324 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 131 - TABLEE2.4B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (41 (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.112 0.107 0.102*** (0.015) (0.015) (0.017) [0.082,0.142) [0.077,0.137) [0.068,0.136]

HSSophomore Athlete x Black -0.121 (0.051) [-0.220, -0.022)

HSSophomore Athlete x Income Below Poverty Line -0.064 (0.050) [-0.162, 0.034]

HSSophomore Athlete * Single-Parent Household -0.004 (0.030) [-0.063 , 0.055)

High School Sophomore BBVarsity Athlete 0.145 0.141*** 0.118*** (0.024) (0.023) (0.027) [0.099, 0.1921 [0095 , 0.187) [0.066, 0.170)

High School Sophomore Non BEVarsity Athlete 0.104* 0.098* 0.097*** (0.016) (0.016) (0.018) [0.073, 0.135] [0.067, 0.1291 [0.062, 0.132)

HSSophomore BBAthlete a Black 0.158* (0.075) [-0.304, -0.011)

HSNon BBVarsity Athlete a Black _0.111* (0.055) [-0.220, -0.003)

HSSophomore BBAthlete a Income Below Poverty Line -0.166 (0.089)

[-0.341 , 0.009)

HSNon BBVarsity Athlete a Income Below Poverty Line -0.037 (0.054)

[-0.143 , 0.069)

HSSophomore BBAthlete a Single-Parent Household 0.034 (0.049) [-0.063, 0.131)

HSNon BBVarsity Athlete * Single-Parent Household -0.014 (0.032) [-0.076, 0.048)

Single-Parent Household O.044** -0.044 -0.042 0.043** 0.043** -0.041 (0.016) (0.016) (0.023) (0.016) (0.016) (0.023) [-0.075, -0.013) [-0.075-0.013) [-0.088, 0.004) [-0.075-0.012) [-0.074,0.011) [-0.087, 0.004]

Family Income ($1OK( 0.007*** 0.007*** 0.007* 0.007* 0.007* 0.007* (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.004, 0.010) [0.004, 0.010) [0.004, 0.010) [0.004, 0.010) [0.004, 0.010) [0.004, 0.010]

Family Income Below Poverty Line 0.055* 0.082* 0.056* 0.056* 0.083* 0.057* (0.027) (0.033) (0.027) (0.027) (0.033) (0.027) [0.002,0.108) [0.017,0.147) [0.003,0.109] [0.003,0.108) [0.018,0.148] [0.004,0.110)

Number of Siblings 0.017*** 0.017*** 0.017*** 0.017*** 0.017*** 0.017*** (0.005) (0.005) (0.005) (0.005) (0.005) (0.005)

[-0.026, -0.008) [-0.027 , -0.008) [-0.026, -0.008) [-0.027 , -0.008) 1-0.027, -0.008) [-0.027 , -0.008)

- 132 - TABLEE2.4B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education O.015*** O.015 0.01S” O.O15* O.015*** O.015*** (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.009, 0.021] [0.009, 0.021] [0.009, 0.021] [0.009 , 0.021] [0.009, 0.021] [0.009, 0.021]

Mother Education 0.014*** 0.015 0.01S” 0.014*** 0.015** 0.014*** (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.007, 0.022] [0.008, 0.022] [0.007, 0.022] [0.007, 0.022] [0.008, 0.022] [0.007, 0.022]

Urban Location 0.094*** 0.094*** 0.094*** QQ95*** 0.095*** 0.094*** (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [0.065, 0.123] [0.065, 0.122] [0.065, 0.122] [0.066, 0.124] [0.066, 0.123] [0.065, 0.123]

Cognitive Ability )Z-Score) 0.189*** 0.189*** 0.189*** 0.190*** 0.189’ 0.189’ (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [0.172, 0.207] [0.171 , 0.206] [0.171 , 0.206] [0.172, 0.207] [0.172, 0.207] [0.172 , 0.207]

Action Control: General Effort and Persistence Scale 0.010 0.010 0.010 0.010 0.010 0.010 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.012, 0.033] [-0.013, 0.032] [-0.012, 0.033] [-0.012, 0.033] [-0.012, 0.033] [-0.012, 0.033]

Control Expectation Scale 0.017 0.017 0.017 0.017 0.016 0.017 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.005, 0.039] [-0.005 , 0.039] [-0.005 , 0.039] [-0.005, 0.039] [-0.006, 0.038] [-0.005, 0.039]

Instrumental Motivation - Utility Interest - Scale 0.023** 0.024** 0.023** 0.023** 0.024** 0.024** (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [0.005, 0.040] [0.007, 0.041] [0.006, 0.041] [0.006, 0.04.0] [0.007, 0.041] [0.007, 0.041]

Non-Cognitive AiIity (EXTERNAL) 0.144”” 0.144”” 0.145”” 0.143* 0,144* 0.145””' (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [0.099,0.188] [0.100,0.188] [0.101,0.189] [0.099, 0.188] [0.099,0.188] [0.101,0.189]

Black - not Hispanic 0.210””” 0.149” 0.148””” 0.210*** 0.147”” 0.147””” (0.037) (0.027) (0.027) (0.037) (0.027) (0.027) [0.138, 0.282] [0.096, 0.201] [0.096, 0.200] [0.138, 0.283] [0.094, 0.199] [0.094, 0.199]

American Indian or Alaska Native 0.159 0.160 0.158 0.152 0.155 0.152 (0.088) (0.088) (0.088) (0.088) (0.089) (0.087) [-0.013 , 0.331] [-0.013, 0.333] [-0.013 , 0.330] [-0.020, 0.324] [-0.019, 0.329] [-0.020, 0.323]

Asian or Pacific Islander 0.060* 0.058’ 0.058’ 0.062* 0.058” 0.059’ (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [0.011,0.110] [0.008,0.107] [0.008,0.107] [0.013,0.112] [0.009,0.108] [0.010,0.108]

Hispanic or Latino 0.002 -0.000 -0.000 0.003 0.000 0.000 (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [-0.048,0.051] [-0.049,0.049] [-0.049,0.049] [-0.047,0.052] [-0.049,0.049] [-0.049,0.049]

Constant 0475* 0.478*** 0.478*** -0.476””” Q,479*** 0.479*** (0.101) (0.100) (0.100) (0.101) (0.100) (0.100) [-0.673, -0.278] [-0.674, -0.282] [-0.674, -0.282] [-0.673 , -0.279] [-0.675, -0.283] [-0.675, -0.283]

Observations 3,410 3,410 3,410 3,410 3,410 3,410 Adjusted R-squared 0.325 0.324 0.324 0.325 0.325 0.324

- 133 - TABLEE2.4B: College Attendance Dependent Variable: Attended 4-Year PSEInstitution by 2006; linear Probability Model Sex: Female: Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.009 (0.048) Incremental Effect of HSAthletics for Income Below Poverty Line 0.043 (0.048) Incremental Effect of HSAthletics for Single-Parent Household 0.098*** (0.025) Incremental Effect of HSBBAthletics for Blacks -0.013 (0.071) Incremental Effect of HS BBAthletics for Income Below Poverty Line -0.025 (0.086) Incremental Effect of HSBBAthletics for Single-Parent Household 0.152* (0.042) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p

- 134 - TABLEE2.5A: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSE Institution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.056** (0.017) [0.023, 0.090]

High School Sophomore BB/FBVarsity Athlete 0.041* (0.020) [0.002, 0.080]

High School Sophomore Non BB/FBVarsity Athlete 0.074*** (0.021) [0.033, 0.115]

Single-Parent Household -0.025 -0.024 -0.024 (0.019) (0.019) (0.019) [-0.062, 0.012] [-0.061, 0.013] [-0.061, 0.014]

Family Income ($1OK) 0.007** O,007** 0.006** (0.002) (0.002) (0.002) [0.003, 0,011] [0.002, 0.011] [0.002, 0.011]

Family Income Below Poverty Line 0.011 0.009 0.009 (0.031) (0.031) (0.031) [-0.050, 0.072] [-0.052, 0.070] [-0.052, 0.070]

Number of Siblings 0.000 0.000 0.000 (0.006) (0.006) (0.006) [-0.012, 0.012] [-0.012, 0.012] [-0.011, 0.012]

Father Education 0.016*** 0.015*** 0.015*** (0.004) (0.004) (0.004) [0.008, 0.023] [0.007, 0.023] [0.007, 0.023]

Mother Education 0.012** 0.011* 0,011* (0.004) (0.004) (0.004) [0.003, 0.020] [0.002, 0.020] [0.002, 0.020]

Urban Location 0.035 0.034 0.033 (0.019) (0.019) (0.019)

[-0.002, 0.071] [-0.002, 0.0711 [-0.003 , 0.0701

Cognitive Ability (Z-Score) 0.132*** 0.132*** 0.131*** (0.010) (0.010) (0.010) [0.112, 0.151] [0.113, 0.152] [0.112, 0.151]

- 135 - TABLEE2.5A: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSE Institution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale 0.013 0.014 0.014 (0.015) (0.015) (0.015) [-0.016, 0.042] 1-0.015 , 0.043] [-0.015 , 0.044]

Control Expectation Scale 0.030* 0.030* 0.030* (0.013) (0.013) (0.013) [0.005, 0.055] [0.005, 0.055] [0.005, 0.055]

Instrumental Motivation - Utility Interest - Scale 0.006 0.003 0.002 (0.013) (0.013) (0.013) [-0.019, 0.031] [-0.022, 0.028] [-0.022, 0.027]

Non-Cognitive Ability (EXTERNAL) 0.056** 0.056** (0.019) (0.019) (0.019) [0.020, 0.093] [0.020, 0.093] [0.019, 0.092]

Black - not Hispanic 0.160*** 0.162*** 0.165*** (0.035) (0.035) (0.035) [0.091, 0.229] [0.093, 0.231] [0.096, 0.235]

American Indian or Alaska Native 0.108* 0.112* 0.109* (0.049) (0.050) (0.049) [-0.205, -0.012] [-0.211, -0.014] [-0.206, -0.012]

Asian or Pacific Islander 0.074* 0.081** 0.078* (0.031) (0.030) (0.031) [0.014, 0.134] [0.021, 0.141] [0.018, 0.138]

Hispanic or Latino -0.026 -0,023 -0.023 (0.025) (0.025) (0.025) [-0.075, 0.023] [-0.072, 0.027] [-0.073, 0.026]

Constant 0.386*** 0405*** 0.396*** (0.094) (0.093) (0.093) [-0.569 , -0.202] [-0.588, -0.222] [-0.579, -0.214]

Observations 2,640 2,640 2,640 Adjusted R-squared 0.189 0.192 0.192 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. ** * p<0.OOl, p<0.01, p

- 136 - TABLEE2.5B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.058** 0.0S5 0.083* (0.018) (0.018) (0.021) [0.023 , 0.093] (0.019, 0.091] [0.041 , 0.124]

HSSophomore Athlete a Black -0.023 (0.067) [-0.154, 0.108]

HSSophomore Athlete a Income Below Poverty Line 0.016 (0.054) [-0.090, 0.123]

HSSophomore Athlete x Single-Parent Household 0.084* (0.035) [-0.153, -0.015]

High School Sophomore BB/FBVarsity Athlete 0.039 0.036 0.064 * (0.021) (0.021) (0.025) [-0.001 , 0.080] [-0.005 , 0.077] [0.016, 0.113]

High School Sophomore Non BB/FBVarsity Athlete 0.078*** 0.077* 0.102*** (0.022) (0.022) (0.025) [0.036, 0.120) [0.033, 0.120) [0.053, 0.151]

HSSophomore BB/FBAthlete a Black 0.013 (0.072) [-0.128, 0.154]

HSNon BB/FBVarsity Athlete a Black -0.098 (0.095) [-0.285 ,0.089]

HSSophomore BB/FBAthlete a Income Below Poverty Line 0.068 (0.062) [-0.054, 0.190)

HSNon BB/FBVarsity Athlete a Income Below Poverty Line -0.065 (0.072) (-0.206, 0.077]

HSSophomore BB/FBAthlete x Single-Parent Household -0.072 (0.040) (-0.151, 0.007)

HS Non BB/FBVarsity Athlete a Single-Parent Household .0095* (0.045) [-0.183, -0.006]

Single-Parent Household -0.024 -0.024 0.026 -0.023 -0.024 0.025 (0.019) (0.019) (0.027) (0.019) (0.019) (0.027) [-0.061, 0.013) [-0.061, 0.013) [-0.027 , 0.079] [-0.061, 0.014] [-0.061 , 0.014] [-0.028, 0.078]

Family Income ($1OK) 0.007** 0.007** 0.006 0.006** 0.006** 0.006 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) (0.002 , 0.011] [0.002 , 0.011] [0.002, 0.011) (0.002 , 0.011] [0.002, 0.011) (0.002, 0.011)

Family Income Below Poverty Line 0.008 0.000 0.007 0.010 -0.003 0.007 (0.031) (0.040) (0.031) (0.031) (0.040) (0.031) [-0.052, 0.069) [-0.078, 0.078) [-0.053 , 0.068] [-0.051, 0.071) (-0.081 , 0.075] [-0.054, 0.068]

Number of Siblings 0.000 0.000 0.000 0.000 0.000 0.001 (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [-0.012 , 0.012] [-0.012, 0.012) [-0.012, 0.012) (-0.011 , 0.012) [-0.012 , 0.012] [-0.011, 0.012)

- 137 - TABLEE2.5B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.015* 0.015’ 0.015*** 0.015* 0.015* 0.015 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) 10.007 0.023) 10.007 0.0231 (0.007, 0.023] 10.007, 0.023) [0.007 0.023] [0.007, 0.023)

Mother Education 0.011* 0.011* 0.011* 0.011* 0.011* 0.011* (0.004) (0.004) (0.004) (0.004) (0.004> (0.004) [0.003, 0.020] [0.003 , 0.020] 10.002, 0.020] [0.003, 0.020] [0.002, 0.020] [0.002, 0.020)

Urban Location 0.034 0.035 0.034 0.033 0.034 0.033 (0.019) (0.019) (0.019) (0.019) (0.019) (0.019) [-0.002, 0.071] [-0.002, 0.071] [-0.003, 0.070] [-0.003, 0.070) [-0.002, 0.071] [-0.004, 0.069]

Cognitive Ability )Z-Score) 0.132*** 0.132*** 0.132*** 0.131*** 0.132*** 0.131*** (0.010) (0.010) (0.010) (0.010) (0.010) (0.010) [0.113,0.152] [0.112,0.152] [0.112,0.151] [0.112,0.151] [0.112,0.151) [0.111,0.151]

Action Control: General Effort and Persistence Scale 0.014 0.014 0.013 0.014 0.015 0.014 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.015, 0.043] [-0.015 , 0.043] [-0.016, 0.042] [-0.015 , 0.044) [-0.014, 0.044] [-0.016, 0.043]

Control Expectation Scale 0.030* 0.030* 0.030* 0.030* 0.029* 0.030* (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [0.005, 0.055] [0.005 , 0.055] [0.005 , 0.055] [0.004, 0.055) [0,004, 0.054] [0.005, 0.055]

Instrumental Motivation - Utility Interest - Scale 0.002 0.003 0.003 0.002 0.002 0.003 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013)

[-0.023, 0.027) [-0.022 , 0.028] [-0.022 , 0.028] [-0.023 , 0.0271 [-0.023 , 0.027) [-0.022, 0.028]

Non-Cognitive Ability (EXTERNAL) 0.056* 0,057** 0.058** 0.055 0.058** 0.057** (0.019) (0.019) (0.019) (0.019) (0.019) (0.019) [0.020, 0.093] [0.020, 0.094) [0.022 , 0.095) [0.019, 0.092) [0.021, 0.095] [0.021, 0.094]

Black - not Hispanic 0,176*** 0.162*** 0.162*** o,175** o.166*** 0.165*** (0.053) (0.035) (0.035) (0.053) (0.035) (0.035) [0.072,0.280] [0.093,0.231] [0.093,0.231] [0.070,0.279] [0.097,0.235) [0.096,0.234]

American Indian or Alaska Native 0.113* 0.112* 0.106* 0.108* 0.106* 0.104* (0.050) (0.050) (0.050) (0.049) (0.050) (0.049) [-0.211 ,-0.014] [-0.210,-0.013]]-0.203, -0.008] [-0.205 ,-0.011)[-0.203, -0.008] [-0.201,-0.008]

Asian or Pacific Islander 0.081** 0.081** 0.081** 0.078* 0.080** 0.078* (0.030) (0.031) (0.030) (0.031) (0.031) (0.031) [0.022, 0.141) [0.021 , 0.141] [0.021 , 0.141) [0.018 , 0.138] [0.020, 0.140] [0.018, 0.138]

Hispanic or Latino -0.023 -0.023 -0.022 -0.023 -0.023 -0.022 (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [-0.072, 0.027] [-0.072 , 0.026] [-0.071 , 0.027] [-0.073, 0.026] [-0.072, 0.027] [-0.072, 0.027]

Constant 0.405** * 0.406*** 0.424*** 0.398* ** 0,404*** 0.415*** (0.093) (0.094) (0.094) (0.093) (0.094) (0.094) [-0.588,-0.222[ (-0.589-0.222] [-0.608,-0.240[ [-0.580, -0.215] [-0.587,-0.221[ [-O.598,-0.231]

Observations 2,640 2,640 2,640 2,640 2,640 2,640 Adiusted R-squared 0.191 0.191 0.193 0.192 0.192 0.193

- 138 - TABLEE2.5B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.035 (0.064) Incremental Effect of HSAthletics for Income Below Poverty Line 0.071 (0.051) Incremental Effect of HSAthletics for Single-Parent Household -0.002 (0.029) Incremental Effect of HS BB/FBAthletics for Blacks 0.052 (0.069) Incremental Effect of HS BB/FBAthletics for Income Below Poverty Line 0.104 (0.059) Incremental Effect of HSBB/FBAthletics for Single-Parent Household -0.008 (0.032) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, p<0.01, p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 139 - TABLEE2.6A: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSE Institution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.081*** (0.015) [0.051, 0.110]

High School Sophomore BBVarsity Athlete 0.061* (0.024) [0.013, 0. 1091

High School Sophomore Non BBVarsity Athlete 0.086*** (0.016) [0.055 , 0.1181

Single-Parent Household -0.019 -0.014 -0.015 (0.016) (0.016) (0.016) [-0.050, 0.013] [-0.045, 0.017] [-0.046, 0.017]

Family Income ($1OK) 0.014*** 0.014*** 0.014*** (0.002) (0.002) (0.002) [0.010, 0.018] [0.010, 0.018] [0.010, 0.018]

Family Income Below Poverty Line QQ74** 0.079** 0.078** (0.024) (0.024) (0.024) [0.026, 0.121] [0.031, 0.1261 [0.030, 0.126]

Number of Siblings -0.004 -0.004 -0.004 (0.005) (0.005) (0.005) [-0.014, 0.005] [-0.013 , 0.005] 1-0.013, 0.006]

Father Education 0.007* QQQ7* 0.007* (0.003) (0.003) (0.003) [0.001, 0.014] [0.000, 0.014] [0.000, 0.014]

Mother Education 0.007 0.006 0.006 (0.004) (0.004) (0.004) [-0.001, 0.015] [-0.002, 0.014] [-0.002, 0.014]

Urban Location 0.107*** 0.109” 0.108*** (0.017) (0.017) (0.017) [0.074, 0.140] [0.076, 0.142] [0.075, 0.141]

Cognitive Ability (Z-Score) O.139*** 0.138*** 0.138*** (0.009) (0.009) (0.009) [0.121, 0.158] [0.120, 0.156] [0.120, 0.156]

- 140 - TABLEE2.6A: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSE Institution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale -0.012 -0.009 -0.009 (0.013) (0.013) (0.013) [-0.038, 0.014] [-0.035, 0.017] [-0.035, 0.0171

Control Expectation Scale 0.021 0.017 0.017 (0.012) (0.012) (0.012) [-0.003, 0.045] [-0.007, 0.0411 [-0.007, 0.041]

Instrumental Motivation - Utility Interest - Scale 0.033** 0.031** 0.031** (0.011) (0.011) (0.011) [0.012, 0.054] [0.011, 0.0521 [0.010, 0.0521

Non-Cognitive Ability (EXTERNAL) 0.087** * 0.084* ** 0.084** * (0.021) (0.021) (0.021) [0.045, 0.1291 [0.043, 0.125] [0.043, 0.125]

Black - not Hispanic 0.147*** 0.150*** 0.151’ (0.028) (0.029) (0.029) [0.091, 0.203] [0.094, 0.2061 [0.095, 0.206]

American Indian or Alaska Native -0.026 -0.030 -0.026 (0.082) (0.080) (0.080) [-0.186, 0.134] [-0.188, 0,128] [-0.184, 0.132]

Asian or Pacific Islander 0.086** 0.100’ 0.099*** (0.030) (0.030) (0.030) [0.028, 0.145] [0.042, 0.159] [0.041, 0.158]

Hispanic or Latino -0.019 -0.012 -0.012 (0.023) (0.023) (0.023) [-0.064, 0.026] [-0.057, 0.033] [-0.057, 0.033]

Constant 0.369*** 0.385*** 0.384*** (0.099) (0.098) (0.098) [-0.564, -0.174] [-0.577, -0.193] [-0.576, -0.192]

Observations 3,410 3,410 3,410 Adjusted R-squared 0.189 0.195 0.195 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.Ol, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 141 - TABLEE2.6B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.087*** 0.082 0.085 (0.016) (0.016) (0.019) [0.056,0.118] [0.051,0.114] [0.047,0.123]

KSSophomore Athlete s Black -0.059 (0.053) [-0.163 , 0.045]

HSSophomore Athlete a Income Below Poverty Line -0.015 (0.045) [-0.104, 0.074]

HSSophomore Athlete x Single-Parent Household -0.011 (0.030) [-0.069 , 0.048]

HighSchool Sophomore BBVarsity Athlete 0.070 0.061 0.069* (0.026) (0.026) (0.031) [0.019,0.1211 [0.010,0.1113 [0.008,0.129]

HighSchool Sophomore Non BBVarsity Athlete 0.091” 0.088” 0.089 (0.017) (0.017) (0.020)

[0.058, 0.124] [0.055 , 0.122] [0.049 , 0.129]

HSSophomore BBAthlete s Black -0.083 (0.080) [-0.240, 0.074]

HSNon BBVarsity Athletes Black -0.047 (0.058) [-0.161, 0.066]

HSSophomore BEAthletes Income Below Poverty Line 0.014 (0.082) [-0.145 , 0.174]

HSNon BBVarsity Athletes Income Below Poverty Line -0.023 (0.050) [-0.120, 0.074]

HSSophomore BBAthlete * Single-Parent Household -0.023 (0.050) [-0.121 , 0.075]

HSNon BBVarsity Athletes Single-Parent Household -0.008 (0.032) [-0.070, 0.085]

Single-Parent Household -0.014 -0.014 -0.008 -0.015 -0.015 -0.009 (0.016) (0.016) (0.021) (0.016) (0.016) (0.021) 3-0.045, 0.017] [-0.045, 0.017] [-0.050, 0.034] [-0.046, 0.017] [-0.046, 0.0161 [-0.051 , 0.033]

Family Income ($1OK) 0.014 0.014*** 0.014*5* 0.0145*5 0.014 0.014*** (0.002) (0.002) (0.002) (0.002) (0,002) (0.002) [0.010, 0.018] 10.010, 0.018] [0.010, 0.018] [0.010, 0.018] 10.010, 0.018] [0.010, 0.018]

Family Income Below Poverty Line 0.0785* 0.085 0.078*5 0.077 0.084 0.078 (0.024) (0.028) (0.024) (0.024) (0.028) (0.024) [0.031,0.126] 30.029,0.1401 [0.031,0.1261 [0.029,0.1251 [0.028,0.140] [0.030, 0.125]

Number of Siblings -0.004 -0.004 -0.004 -0.004 -0.004 -0.004 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.013, 0.005] [-0.013, 0.005] [-0.013, 0.005] [-0.013, 0.006] [-0.013 , 0.0063 [-0.013, 0.0063

- 142 - TABLEE2.6B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.007* 0.007* 0.007* 0.007* 0.007* 0.007* (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.000, 0.014] [0.000, 0.014] [0.000, 0.014] [0.000, 0.014] [0.000 , 0.014] [0.000, 0.014]

Mother Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.004) (0.004) (0.004) (0.004) (0.004> (0.004) [-0.002, 0.014] [-0.002, 0.014] [-0.002 , 0.014] [-0.002 , 0.014] [-0.002 0.014] [-0.002, 0.014]

Urban Location 0.109*** 0.109*** 0.109* 0.108*** 0.10B*** 0.108*** (0.017) (0.017) (0.017) (0.017) (0.017> (0.017) [0.076, 0.1421 [0.076, 0.142] [0.076, 0.142] [0.075 , 0.141] [0.075, 0.141] [0.075, 0.141]

Cognitive Ability (Z-Score) 0.138*** 0.138*** 0.138*** 0.138*** 0.138*** 0.138*** (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [0.120, 0.157] [0.120, 0.156] [0.120, 0.156] [0.120 , 0.156] [0.120, 0.156] [0.120, 0.156]

Action Control: General Effort and Persistence Scale -0.009 -0.009 -0.009 -0.009 -0.009 -0.009 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.035, 0.017] [-0.035, 0.017] [-0.035 , 0.017] [-0.035 , 0.017] [-0.035 , 0.016] [-0.035, 0.017]

Control Expectation Scale 0.017 0.017 0.017 0.017 0.017 0.017 (0.012) (0.012) (0.012) (0.012) (0.012) (0.012) [-0.007, 0.041] [-0.007, 0.041] [-0.007, 0.041] [-0.007, 0.041] [-0.007, 0.0413 [-0.007, 0.041]

Instrumental Motivation - Utility Interest - Scale 0.031** 0.031** 0.031** 0.031** 0.031** 0.031** (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [0.010, 0.052] [0.011 , 0.052] [0.011, 0.052] [0.010 , 0.052] [0.011 , 0.052] [0.010, 0.052]

Non-Cognitive Ability (EXTERNAL) 0.083*** 0.083*** 0.084*** 0.083*** 0.084* 0.084*** (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [0.042, 0.125] [0.042, 0.125] [0.043 , 0.125] [0.042, 0.124] [0.042, 0.125] [0.043, 0.125]

Black - not Hispanic o.180*** o.iso 0.150’ 0.1805*5 o.isv o.isi’’ (0.039) (0.029) (0.029) (0.039) (0.029) (0.029) [0.104, 0.256] [0.094, 0.206] [0.094, 0.206] [0.104, 0.256] [0.095 , 0.207] [0.095, 0.207]

American Indian or Alaska Native -0.030 -0.030 -0.030 -0.027 -0.026 -0.026 (0.080) (0.081) (0.081) (0.081) (0.080) (0.081) [-0.183,0.128] [-0.188,0.126] [-0.168,0.128] [-0.185,0.131] [-0.183,0.131] [-0.184,0.132]

Asian or Pacific Islander 0.1025*5 0.100’””’ 0.101’”’”’ 0.101’””’ 0.099*** 0.100 (0.030) (0.030) (0.030) (0.030) (0.030) (0.030) [0.043,0.160] [0.042,0.159] [0.042,0.159) [0.042,0.159] [0.041,0.158] [0.041,0.158]

Hispanic or Latino -0.011 -0.012 -0.012 -0.011 -0.012 -0.012 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023> [-0.056, 0.034] [-0.057, 0.033] [-0.057, 0.033] [-0.056, 0.034] [-0.057, 0.033] [-0.057, 0.033]

Constant 0.384*** 0.385*** 0.387*** 0.384*** 0.384*** 0.386*** (0.098) (0.098) (0.098) (0.098) (0.098) (0.098) [-0.577,-O.191] [-0.577,-0.193] [-0.579 ,-0.195] [-0.576,-O.191] [-0.576,-0.192] [-0.578,-0.194[

Observations 3,410 3,410 3,410 3,410 3,410 3,410 Adjusted R-squared 0.195 0.195 0.195 0.195 0.195 0.195

- 143 - TABLEE2.6B: Division 1 College Attendance Dependent Variable: Attended 4-Year NCAADivision 1 PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on_Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.028 (0.051) Incremental Effect of HSAthletics for Income Below Poverty Line 0.067 (0.043) Incremental Effect of HSAthletics for Single-Parent Household 0.074** (0.023) Incremental Effect of HS BBAthletics for Blacks -0.013 (0.076) Incremental Effect of HS BBAthletics for Income Below Poverty Line 0.075 (0.077) Incremental Effect of HS BBAthletics for Single-Parent Household 0.045 (0.040) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the escluded category. Source: ELS.

- 144 - TABLEE2.7A: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSE Institution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.046** (0.015) [0.018, 0.075]

High School Sophomore BB/FBVarsity Athlete 0.051** (0.017) [0.018, 0.0841

High School Sophomore Non BB/FBVarsity Athlete 0.041* (0.018) [0.005, 0.077]

Single-Parent Household -0.016 -0.015 -0.016 (0.016) (0.016) (0.016) [-0.048, 0.015] [-0.047, 0.016] [-0.047, 0.016]

Family Income ($1OK) 0.006** 0.006** 0.006** (0.002) (0.002) (0.002) [0.002, 0.010] [0.002, 0.010] [0.002, 0.010]

Family Income Below Poverty Line 0.022 0,020 0.020 (0.023) (0.023) (0.023) [-0.023, 0.066] [-0.025, 0.065] [-0.025, 0.065]

Numberof Siblings -0.002 -0.002 -0.002 (0.005) (0.005) (0.005) [-0.012, 0.008] [-0.012, 0.007] [-0.012, 0.007]

Father Education 0.008* 0.008* 0.008* (0.003) (0.003) (0.003) [0.001, 0.015] [0.001, 0.014] [0.001 , 0.014]

Mother Education 0.009* 0.009* 0.009* (0.004) (0.004) (0.004) [0.001, 0.017] [0.001 , 0.016] [0.001, 0.016]

Urban Location 0.040* 0.040* 0.040* (0.017) (0.017) (0.017) [0.007, 0.073] [0.007, 0.072] [0.008, 0.073]

Cognitive Ability (Z-Score) 0,093*** Q,Q93*** QQ93*** (0.009) (0.009) (0.009) [0.076, 0.110] [0.076 , 0.110] [0.077, 0.110]

- 145 - TABLEE2.7A: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSE Institution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale 0.003 0.004 0.004 (0.013) (0.013) (0.013) [-0.023, 0.029] [-0.022, 0.030] [-0.022 , 0.030]

Control Expectation Scale 0.017 0.017 0.017 (0.011) (0.011) (0.011) [-0.005 , 0.039] [-0.005, 0.039] [-0.005, 0.039]

Instrumental Motivation - Utility Interest - Scale 0.010 0.007 0.007 (0.011) (0.011) (0.011) [-0.012, 0.032] [-0.015, 0.029] [-0.015, 0.029]

Non-Cognitive Ability (EXTERNAL) 0.018 0.018 0.018 (0.014) (0.014) (0.014) [-0.011, 0.046] [-0.011, 0.046] [-0.010, 0.046]

Black - not Hispanic 0.024 0.026 0.025 (0.029) (0.029) (0.029) [-0.032, 0.081] [-0.030, 0.082] [-0.031, 0.081]

American Indian or Alaska Native -0.042 -0.046 -0.047 (0.034) (0.035) (0.035) [-0.110, 0.025] [-0.114, 0.023] [-0,116, 0.022]

Asian or Pacific Islander 0.029 0.034 0.035 (0.028) (0.028) (0.028) [-0.026, 0.083] [-0.020, 0.089] [-0.019 , 0.0901

Hispanic or Latino -0.019 -0.017 -0.017 (0.021) (0.020) (0.020) [-0.060, 0.021] [-0.057, 0.023] [-0.057, 0.023]

Constant 0.203** 0.218** 0.221** (0.076) (0.076) (0.075) [-0.351, -0.054] [-0.367, -0.070] [-0.369, -0.073]

Observations 2,640 2,640 2,640 Adjusted R-squared 0.123 0.126 0.126 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.OO1, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 146 - TABLEE2.7B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.048** O.0S2 0.066” (0.015) (0.015) (0.018) [0.018, 0.078) [0.022 , 0.083] [0.030, 0.101]

HSSophomore Athlete x Black -0.018 (0.052) [-0.121, 0.084]

HSSophomore Athlete * Income Below Poverty Line -0.077 (0.040) [-0.156, 0.002]

HSSophomore Athlete * Single-Parent Household 0.062* (0.029)

[-0.119 , -0.005]

High School Sophomore BB/FBVarsity Athlete 0.052** 0.057** 0.073*** (0.018) (0.018) (0.021) [0.017, 0.087] [0.022 , 0.092] [0.031 0.115]

High School Sophomore Non BB/FBVarsity Athlete 0.043* 0.047* 0.058** (0.019) (0.019) (0.022) [0.006, 0.080] [0.009 , 0.085] [0.015, 0.102]

HSSophomore BB/FBAthlete * Black -0.012 (0.056) [-0.123, 0.098)

HS Non B8/FB Varsity Athlete * Black -0.046 (0.081) [-0.204, 0.112)

HSSophomore BB/FBAthlete * Income Below Poverty Line -0.075 (0.043)

[-0.160 , 0.010]

HS Non BB/FBVarsity Athlete * Income Below Poverty Line -0.084 (0.056) [-0.193, 0.026]

HSSophomore BB/FBAthlete * Single-Parent Household 0.069* (0.033) [-0.134, -0.004]

HS Non BB/FBVarsity Athlete * Single-Parent Household -0.056 (0.038) [-0.130, 0.018]

Single-Parent Household -0.016 -0.016 0.022 -0.016 -0.016 0.022 (0.016) (0.016) (0.022) (0.016) (0.016) (0.023) [-0.047, 0.016] [-0.047, 0.016] [-0.023, 0.066] [-0.047, 0.016) [-0.047, 0.016) [-0.022 , 0.066)

Family Income ($1OK) 0.006** 0.006” 0.006” 0.006” 0.006** 0.006** (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.002, 0.010) [0.002 0.010] [0.002 , 0.010] [0.002 , 0.010) [0.002, 0.010) [0.002 , 0.010]

Family Income Below Poverty Line 0.020 0.062 0.019 0.020 0.063 0.019 (0.023) (0.034) (0.023) (0.023) (0.034) (0.023) [-0.025, 0.064] [-0.003,0.128] [-0.026,0.063] [-0.025,0.065] [-0.003,0.129] [-0.026,0.064]

Number of Siblings -0.002 -0.002 -0.002 -0.002 -0.002 -0.002 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.012, 0.008] [-0.012, 0.007] [-0.012, 0.008] [-0.012, 0.007] [-0.012, 0.007] [-0.012 , 0.007]

- 147 - TABLEE2.7B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSEInstitution by 2006; Linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.008* 0.008* 0.007* 0.008* 0.008* 0.007 (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [0.001 , 0.014] (0.001 0.014] (0.001, 0.0141 [0.001 0.0141 [0.001, 0.0141 [0.001 , 0.014]

Mother Education 0.009* 0.008* 0.009* 0.009* 0.008* 0.009* (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [0.001 , 0.016] 10.001, 0.016] [0.001 , 0.016] [0.001, 0.016] [0.001, 0.016] [0.001, 0.016]

Urban Location 0.040* 0.039* 0.040* 0.040* 0.040* 0.040* (0.017) (0.017) (0.017) (0.017) (0.017) (0.017) [0.007, 0.072] [0.007, 0.072] [0.007, 0.072] [0.008, 0.073] [0.007, 0.072] [0.007, 0.072]

Cognitive Ability (Z-Score) 0.093*** 0.093*** 0.093*** 0.093*** 0.094*** 0.093*** (0.009) (0.009) (0.009) (0.009) (0.009) (0.009)

[0.076, 0.1101 [0.077, 0.110] [0.076, 0.110] [0.077 , 0.1101 [0.077, 0.111] [0.076, 0.110]

Action Control: General Effort and Persistence Scale 0.004 0.004 0.003 0.004 0.004 0.003 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.022, 0.030] [-0.022, 0.030] [-0.023 , 0.029] [-0.022, 0.030] [-0.022, 0.030] [-0.023 , 0.029]

Control Expectation Scale 0.017 0.016 0.017 0.017 0.016 0.017 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.005 , 0.039] [-0.005, 0.038] [-0.005 , 0.039] [-0.005 , 0.038] [-0.006, 0.038] [-0.005, 0.039]

Instrumental Motivation - Utility Interest - Scale 0.007 0.007 0.007 0.007 0.007 0.007 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.016, 0.029] [-0.016, 0.029] [-0.015 , 0.029] [-0.016, 0.029] [-0.016, 0.029] [-0.015, 0.029]

Non-Cognitive Ability (EXTERNAL) 0.018 0.016 0.019 0.018 0.016 0.019 (0.014) (0.015) (0.014) (0.014) (0.015) (0.014) [-0.011, 0.046] 1-0.013, 0.044] [-0.009, 0.047] [-0,010, 0.046] [-0.013 , 0.045] [-0.009, 0.048]

Black - not Hispanic 0.037 0.025 0.026 0.037 0.024 0.025 (0.041) (0.029) (0.029) (0.041) (0.029) (0.029) [-0.044,0.118] [-0.031,0.0811 [-0.030,0.082] [-0.043,0.115] [-0.032,0.080] [-0.031, 0.081]

American Indian or Alaska Native -0.046 -0.049 -0.041 -0.047 -0.050 -0.041 (0.035) (0.034) (0.035) (0.035) (0.035) (0.035) [-0.114,0.0231 [-0.117,0.018] [-0.109,0.027] [-0.116,0.022] [-0.118, 0.018] [-0.109,0.028]

Asian or Pacific Islander 0.035 0.032 0.035 0.035 0.033 0.036 (0.028) (0.028) (0.028) (0.028) (0.028) (0.028) [-0.020, 0.089] [-0.022, 0.087] [-0.020, 0.089] [-0.019, 0.090] [-0.022, 0.088] [-0.018, 0.090]

Hispanic or Latino -0.017 -0.016 -0.016 -0.016 -0.015 -0.016 (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [-0.057, 0.023] [-0.056, 0.024] [-0.056, 0.024] [-0.057, 0.024] [-0.055, 0.025] [-0.056, 0.024]

Constant 0,219** _0.213** 0.232** 0.222** -0.217” 0.236** (0.076) (0.076) (0.076) (0.076) (0.076) (0.076) [-0.367, -0.0701 [-0.363, -0.064] [-0.382, -0.083] [-0.370, -0.074] [-0.365, -0.068] [-0.385, -0.086]

Observations 2,640 2,640 2,640 2,640 2,640 2,640 1Adusted R-squared 0.126 0.126 0.127 0.125 0.126 0.127

- 148 - TABLEE2.7B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSEInstitution by 2006; linear Probability Model Sex: Male; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.029 (0.050) Incremental Effect of HSAthletics for Income Below Poverty Line -0.025 (0.037) Incremental Effect of HSAthletics for Single-Parent Household 0.004 (0.023) Incremental Effect of HSBE/PBAthletics for Blacks 0.039 (0.053) Incremental Effect of HSBB/FBAthletics for Income Below Poverty Line -0.018 (0.039) Incremental Effect of HS BE/FEAthletics for Single-Parent Household 0.004 (0.026) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p

- 149 - TABLEE2.8A: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSE Institution by 2006; linear Probability Model Sex: Female; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.048*** (0.013) [0.022, 0.0741

High School Sophomore BBVarsity Athlete 0.041 (0.021) [-0.001, 0.0821

High School Sophomore Non BBVarsity Athlete 0.050*** (0.014) [0.022, 0.078]

Single-Parent Household -0.016 -0.013 -0.013 (0.014) (0.014) (0.014) [-0.044, 0.012] [-0.041, 0.015] [-0.041, 0.014]

Family Income ($1OK) QQQ9*** 0.008*** 0.008*** (0.002) (0.002) (0.002) [0.005, 0.012] [0.005, 0.012] [0.005, 0.012]

Family Income Below Poverty Line 0.053* 0.056** 0.055** (0.020) (0.020) (0.020) [0.013, 0.093] [0.015, 0.096] [0.015, 0.095]

Number of Siblings 0.002 0.002 0.002 (0.004) (0.004) (0.004) [-0.007, 0.010] [-0.006, 0.010] [-0.006, 0.010]

Father Education 0.005 0.004 0.004 (0.003) (0.003) (0.003) [-0.001, 0.011] [-0.001 , 0.010] [-0.001, 0.010]

Mother Education 0.004 0.003 0.003 (0.004) (0.004) (0.004) [-0.003, 0.011] [-0.004, 0.010] [-0.004, 0.010]

Urban Location 0.095*** 0.096*** 0.096*** (0.016) (0.016) (0.016) [0.065, 0.126] [0.066, 0.127] [0.066, 0.127]

Cognitive Ability (Z-Score) 0.101’ Q•jQ*** (0.008) (0.008) (0.008) [0.084, 0.117] [0.084, 0.116] [0.084, 0.116]

- 150 - TABLEE2.8A: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSE Institution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HS in 2004 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale -0.020 -0.019 -0.019 (0.012) (0.012) (0.012)

[-0.043 , 0.0021 [-0.042 , 0.0041 [-0.042, 0.0041

Control Expectation Scale 0.020 0.017 0.017 (0.011) (0.011) (0.011) [-0.001, 0.0411 [-0.003, 0.038] [-0.003, 0.038]

Instrumental Motivation - Utility Interest - Scale 0.026** 0.025** 0.025** (0.010) (0.010) (0.010) [0.007, 0.045] [0.006, 0.044] [0.006, 0.044]

Non-Cognitive Ability (EXTERNAL) 0.043* 0.041* 0.041* (0.019) (0.019) (0.019) [0.005, 0.0801 [0.004, 0.078] [0.004, 0.078]

Black - not Hispanic 0.021 0.022 0.023 (0.023) (0.023) (0.023) [-0.024, 0.065] [-0.022 , 0.067] [-0.022, 0.067]

American Indian or Alaska Native -0.037 -0.039 -0.038 (0.066) (0.066) (0.066) [-0.165, 0.092] [-0.169, 0.091] [-0.168, 0.0931

Asian or Pacific Islander 0.061* 0.070* 0.069* (0.028) (0.028) (0.028) [0.006, 0.117] [0.014, 0.126] [0.014, 0.125]

Hispanic or Latino 0.000 0.004 0.004 (0.021) (0.021) (0.021) [-0.040, 0.041] [-0.036, 0.045] [-0.036, 0.045]

Constant 0.194* 0.203* 0.203* (0.090) (0.089) (0.089) [-0.370, -0,017] [-0.379 , -0.028] [-0.378, -0.028]

Observations 3,410 3,410 3,410 Adjusted R-squared 0.119 0.122 0.122 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p

- 151 - TABLEE2.8B: FBSCollege Attendance Dependent Variable: Attended 4—YearNCAAFBSPSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.057” 9Q47*** 0047” (0.014) (0.014) (0.018) [0.029 , 0.084] [0.019 ,0.075] (0.013 , 0082]

HSSophomore Athlete * Black 0.093* (0.041) [-0.173, -0.012]

HSSophomore Athlete x Income Below Poverty Line 0.008 (0.038) [-0.066, 0.082]

HSSophomore Athlete x Single-Parent Household 0.001 (0.026) [-0.050, 0.051]

High School Sophomore BBVarsity Athlete 0.048* 0.042 0.037 (0.023) (0.023) (0.027) [0.003, 0.092) [-0.002, 0.086] [-0.016, 0.090]

High School Sophomore Non SB Varsity Athlete 0.059 0.048” 0.050** (0.015) (0.015) (0.019) [0.030 0.089] [0.018, 0.078] [0.013, 0.087]

HSSophomore BBAthlete x Black -0.064 (0.062) [-0.185, 0.057]

HS Non BBVarsity Athlete x Black .0.102* (0.044) [-0.190, -0.015]

HSSophomore BBAthlete * Income Below Poverty Line -0.025 (0.060) [-0.143 , 0.093]

HS Non BEVarsity Athlete x Income Below Poverty Line 0.016 (0.042) [-0.066, 0.099]

HSSophomore BBAthlete x Single-Parent Household 0.010 (0.042) [-0.073, 0.093]

HS Non BBVarsity Athlete x Single-Parent Household -0.002 (0.028) [-0.056, 0.053]

Single-Parent Household -0.013 -0.013 -0.014 -0.013 -0.013 -0.014 (0.014) (0.014) (0.018) (0.014) (0.014) (0.018) [-0.040, 0.015] [-0.041 , 0.015] [-0.049 , 0.022] [-0.041, 0.015) [-0.041, 0.015] [-0.049 , 0.022]

Family Income ($1OK) 0008’” 0.008* 0.008* 0.008” 0.008” 0.008*** (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.005 , 0.012] [0.005 , 0.012] [0.005, 0.012] [0.005 , 0.012] [0.005, 0.012] [0.005 , 0.012]

Family Income Below Poverty Line 0.055” 0.052* 0.056** 0.055” 0.052’ 0.055” (0.020) (0.024) (0.020) (0.021) (0.024) (0.020) [0.015, 0.095] [0.006, 0.099] [0.015, 0.096) [0.015 , 0.095] [0.006, 0.099] [0.015, 0.095]

Number of Siblings 0.002 0.002 0.002 0.002 0.002 0.002 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.006, 0.010] [-0.006 0.010] [-0.006, 0.010] [-0.006, 0.010] [-0,006 , 0.010] [-0.006, 0.010]

- 152 - TABLEE2.8B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBSPSEInstitution by 2006; linear Probability Model Sex: Female; Conditional on Graduating HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.004 0.004 0.004 0.004 0.004 0.004 (0.003) (0.003) (0.003) (0.003) (0.003) (0.003) [-0.001, 0.010] [-0.001 , 0.010] [-0.001, 0.010] [-0.001, 0.010] [-0.001, 0.010] [-0.001, 0.010]

Mother Education 0.003 0.003 0.003 0.003 0.003 0.003 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.004, 0.010] [-0.004, 0.010] [-0.004, 0.010] [-0.004, 0.010] [-0.004, 0.010] [-0.004, 0.010]

Urban Location 0.097*** 0.096*** 0.096” 0.097*** 0.096*** 0.096*** (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [0.066, 0.127] [0.066, 0.127] [0.066, 0.127] [0.066, 0.127] [0.065 , 0.126] [0.065, 0.126]

Cognitive Ability )Z-Score) 0.100* 0.100 0.100” 0.100’ 0.100’ 0.100 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [0.084, 0.116] [0.084, 0.116] [0.084, 0.116] [0.084, 0.116] [0.084, 0.116] [0.084, 0.116]

Action Control: General Effort and Persistence Scale -0.019 -0.019 -0.019 -0.019 -0.019 -0.019 (0.012) (0.012) (0.012) (0.012) (0.012) (0.012) [-0.042 , 0.003] [-0.042 , 0.004] [-0.042, 0.004] [-0.042, 0.003] [-0.041, 0.004] [-0.042 , 0.004]

Control Expectation Scale 0.017 0.017 0.017 0.017 0.017 0.017 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.003 , 0.038] [-0.003, 0.038] [-0.003 , 0.038] [-0.003, 0.038] [-0.004, 0.038] [-0.003, 0.038]

Instrumental Motivation - Utility Interest - Scale 0.024* o.025** o.025*x 0.024* 0.025** 0.025** (0.010) (0.010) (0.010) (0.010) (0.010) (0.010) [0.006, 0.043] [0.006, 0.044] [0.006, 0.044] [0.006, 0.043] [0.006, 0.044] [0.006, 0.044]

Non-Cognitive Ability (EXTERNAL) 0.040* 0.041* 0.041* 0.040* 0.041* 0.041* (0.019) (0.019) (0.019) (0.019) (0.019) (0.019) [0.002, 0.077] [0.004, 0.078] [0.004, 0.078] [0.002, 0.077] [0.004, 0.078] [0.004, 0.078]

Black - not Hispanic 0.070* 0.022 0.022 0.070* 0.022 0.023 (0.031) (0.023) (0.023) (0.031) (0.023) (0.023) [0.010, 0.130] [-0.022, 0.067] [-0.022, 0.067] [0.009, 0.130] [-0.023, 0.067] [-0.022, 0.067]

American Indian or Alaska Native -0.039 -0.039 -0.039 -0.037 -0.038 -0.038 (0.066) (0.066) (0.066) (0.067) (0.067) (0.066) [-0.169,0.091] [-0.169,0.091] [-0.169,0.091] [-0.168,0.093] [-0.169,0.094] [-0.168,0.092]

Asian or Pacific Islander 0.072* 0.070* 0.070* 0.071* 0.069* 0.069* (0.028) (0.028) (0.028) (0.028) (0.028) (0.028)

[0.016, 0.127] [0.014, 0.126] [0.014, 0.126] [0.015, 0.127] [0.013 , 0.125] [0.013 , 0.125]

Hispanic or Latino 0.006 0.004 0.004 0.005 0.004 0.004 (0.021) (0.021) (0.021) (0.021) (0.021) (0.021) [-0.035, 0.046] [-0.036, 0.045] [-0.036, 0.045] [-0.035 , 0.046] [-0.036, 0.045] [-0.036, 0.045]

Constant _0.202* _0.203* 0.203* 0.202* 0.203* 0.203* (0.090) (0.089) (0.089) (0.090) (0.089) (0.089) [-0.379, -0.025] [-0.379 , -0.028] [-0.378, -0.028] [-0.379 , -0.024] [-0.379 , -0.028] [-0.378, -0.028]

Observations 3,410 3,410 3,410 3,410 3,410 3,410 Adjusted R-squared 0.123 0.122 0.122 0.123 0.122 0.122

- 153 - TABLEE2.8B: FBSCollege Attendance Dependent Variable: Attended 4-Year NCAAFBS PSEInstitution by 2006; Linear Probability Model Sex: Female; Conditional on Graduatine HSin 2004 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.036 (0.038) Incremental Effect of HSAthletics for Income Below Poverty Line 0.055 (0.035) Incremental Effect of HSAthletics for Single-Parent Household 0.048* (0.019) Incremental Effect of HS BBAthletics for Blacks -0.016 (0.058) Incremental Effect of HS BRAthletics for Income Below Poverty Line 0.017 (0.056) Incremental Effect of HS BBAthletics for Single-Parent Household 0.048 (0.033) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 154 - TABLEE3.1A: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) DependentVariable: Post-Secondary Education Attained by 2012; Multinoenial Logit Sen: Male; Conditional on Attending Any PSEInstitution by 2006 (1) (2) (3) (4)

Amociatn’s nachnln?s Snme

Singln-Parnnt Hnusnhnld 0033 0,001 -0.019 0 004 (0.022) (0.013) (0.024) (0.016) [-0.030 0.056] [-0.025, 0.020] (-0.065, 0.029] [-0.020, 0.036]

Family Income (SlOE) -0.003 -0.002 0.002 0.004” (0.002) (0.002) (0.002] (0.001) (-0.000,0.002] [-0.005,0.001] [-0.003,0.0061 (0.001, 0.000]

Family Income telow Poverty Line -0.021 -0.012 -0.029 0.063 (0.540) (0.021) (0.051] (0.544) [-0.100, 0.050] [-0.054, 0.029] [-0.129, t.070( [-0.024, 0.149]

number of Siblings -0.001 -0.000 0.000 0.001 (0.007) (0.004) (0.007) (0.005) (-0.015,0.012] [-0.000,0.000] [-0.014,0.014) [-0.000,0.010]

Father Educative 3530* 0.009°° 0.01300 0.010°’ (0.004) (0.003) (0.004] (0.003] [-0.022, -0.505( [-0.015-0.003] (0.005,0.022] [0.064,0.016]

Mother Education 0.009 -0.001 0.0150* -0.004 (0.005) (0.003) (0.005) (0.003) [-0.019,0.001] (-0.000,0.005] [0.005,0.025] (-0.311, 0.002)

Urban Location 0.005 -0.064 -0.003 0.003 (0.021) (0.012] (0.021) (0.013) [-0030,0.545] [-0.029,0.020] (-0.044, 0.030] [-0.023, 0.025]

Cognitive AMity (Z-Svvce( 0.107*0* -0.020” 33030*0 0051” (0012) (0.007) (0.013) (0.010) (-0.129-0.004] ]-3.042,-3.315] (0.059, 0.100( (0.032,0.070]

Active Control: General Effort and Persuteece Scale -0.349” 0.006 35330 0.010 (0016) (0.009) (0.010) (0.011) [-0.001-0510] [-0.012,0.024] [0.001,9.065) [-0.012,3.031]

Control OupectaSon Scab 0.022 -0.009 -0.033’ 3.019 (0.314) (0.009) (0.015) (0.010) ]-0006,0.050( [-0.025,0.000] [-0061, -0.064] [-0.001,0.030]

Instrumental Motivation - Utility Interest - Scale -0.011 -0.053’ 0.017 0.012 (0.314) (0.000) (0.014) (0.500) [-0.030,0.013) [-0.033-0.003] [-0.010,0.044) [-0007, 0.031]

Non-CngeitiveAbihty(ESTERNAL( .0.120*0* -0.007 0.10100 3.020 (0.030] [0.014) (0.037] (0.020) (-0.170-0.062) [-0.035,0.021] [0.020, 0.175( [-0.020,0.000]

Elach - not Hinpaniv -0.029 -0.000 0.040 -0.012 (0.030) (0.022) (0.042) (0.020) [-0.102.0.045] (-0.543,0.543] [-0.042, O.122( [-0.066,3.543]

Anion or Pacific Islander -0.024 _0.0450 0.035 0.020 (0.033) (0.016) (0.034] (0.522) (-0.049,0.042] [-0.072-0.050] [-0.031,0.102) [-0.014,0.075)

Hispanic or Latino 0090°’ 0.009 -0.006’ -0.020 (0.034] (0.010) (3.035) (0.024) [0.031,0.134] (-0.020,0.000] ]-0.155,-0.t10( [-0.067,0.020]

Ohsacnatinss 2350 2350 2350 2350 Standard errors in parentheses. 95-percent confidence intervals in ntoare bmchets. Number no observations is rnueded to the nearest 10. psfl.001, ** pvO.Ol, * pco.Ot Respondents not identiFying themselves as Asian or Elack nr Hispanic ace the encluded category. For discrete (binary) varioblen, the computed change (dy/do] infnr a discrete change in the value of the variable. Source: 015.

- 155 - TABLEE3.1B: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Post-Secondary Education Attained by 2012; Moltinotnlal Logit Sno: Male; Conditional on Attending Any POElnntitation by 200b (1) (2) (3) [4)

Assnciot&s Eacb&ot’s Some PIE

HighSchooiScpbnmomvorsityAtblntn -0.094” -0008 0.001’” 0.022 (0.020) (0.012) (0.020) (0.013) [-0.134 -0.005] [-0.033.0.016] [0.041 0.121] (-0.004,0.043]

S:nglmParent Heosohoid 0.010 0.001 -0.016 0.005 [0.022) [0.013) (0.023) [0.010)

[-0.033,0.053] [-0.025,0.027] (-0.002 - 0.030] [-0.027,0.037]

Familyincome ($103) -0.002 -0.002 0.001 0.003° (0.002) (0.002) [0.002) [0.001) [-0.007,0.002] (-0.005,0.031] [-0.004,0.006] [0.001,0.006] ramily lncomn seine Poverty Linn -0.022 -0.013 -0.020 0.062 (0.041) [0.021) [3.001) [0.044)

(-0.102,0.000] (-0.004 - 0.023] [-0.127,0.072] [-0.024,0.140]

Nomberoflibiltgs -0.001 0.030 -0.000 0.001 (0.007) (0.004) (0.007) (0.300)

[-0.014 - 0.313] [-3.000 - 0.0301 [-0,014 - 3.014] [-0.000,0.010]

Pathor Edovafion -0.013” -0.003” 3313” 0.010*0 (0.004) [0.003) (0.004) (0.003)

[-0.022-0.004) (-0.015 - -0.033] [0.004 - 0.021] [0.004,0.015]

Mother Edocation -0.033 -0.001 0.31t’° -0.004 (0.001) (0.033) (0.030) (0.003)

[-0.013,0.301) [-0.000 - 0.035] (3.000, 0.024] [-0.311,0.002]

Urban Location 3.300 -0.034 -0.034 0.003 [3.321) [0.312) [0.021) (0.013) [-3.330,3.0401 [-0.020,3.321) [-0.045,3.337] [-0.323,0.020]

Cognftice Ability(2-Score) -0.107°” -3.020’” 0.304” 3.351*0* [3.012) [0.307] [0.313) (0.013) (-0.123-0.004] [-3.042, -0310) [0.003,0.108] [3.332,0.070]

Action Cotton): Geneva) Effort and Pmdstenoe Scale -0.011” 0.006 0.035’ 0.010 [3.016) (0009) [0.316) (0.011)

(-0.002-0.020] [-0.012 - 0.024] [0.003,0.007] [-0.012 - 0.032]

Ccotnnl Enpectatios Scale 0.022 -0.300 -0.003’ 0.013 (0.014) (0009) (OGlE) (0.013]

(-0.006 - 0.000] (-0.020 - 0.009] (-0.061, -0,004] (-0.001 - 0.030]

Instromental Moocatins - Uolify Interent- Scale -0.004 -0.017° 0.011 0.311 [0.014) (0.0001 (0.014) (0.009)

(-0.031 - 0.022] (-0.032 - -0.002] (-0.016 - 0.038] (-0.303,0.029]

Ncr-Cognition Ability)EXTEONAL) -0.121” -0.000 0.103°’ 0.326 (0.029) [0.010) (0.038) (0.023)

[-0.178 - -0.064] (-0.036,0.021] (3.320,0176] (-0.023,0.001] tlack - not Hispanic -0.032 -0.021 0.043 -0.010 (0.037) (0.0221 (0.042) (0.023) (-0.104, 0.040] (-0.044,0.002] [-0.000,0.120] (-0.000,0.306]

Anan cv Pacific Islander -0.037 -0.001’ 0.346 0.031 [0.033) [0.0161 (0.034) [3.022) (-0.132,0.028] [-0.072, -0 009] (-0.320, 0.11S( (-3.332,0.070]

HispaticorLaoto 0.092” 0.009 -0.081’ -0.019 [3.034) (0.0191 (0.035) [0.024)

[3.026,3.108] (-0.328, 0.n46( [-3.150 - -3.312( (-3.066,0.327]

Obsoroatinns 2300 2300 2303 2300 Standard errors in yarnntheses. 05-pencett confidence inteevaln in sqoorr brackets, Nornbrr ci nbsrrcafinns is rnondrd cc the nearest 10. pcc,001, “pnO,Ol, ‘p00.00 neopyndents not identifying thrmsnloec as Asian en slunk or Hispanic are the nnnloded catrgnry. For discrrtr (binary) variables, the cnmpoted change (dy/do) isfor a discrete change in the valor nOthecariabin. Scarce: ELI.

- 156 - TABLEE3.1C:College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Pest-Secondary Education Attained by 2012; Multlnomial togit Sex: Male; Conditional on Attending Any PIE Institution by 2000 Ill (2) (3) ll Mom than Amoootec Bachdor’t Some P50 Degree Degree Decree

high School Soyhomore tB/Ft VamnyAthlete -0.0700” 000S 0.070” 0014 10.021) 10.013) (0.024) (0.017) [-0.120, -0.0361 l-0.c32 0.021) 10.023,0.1171 1-0.010.0.046)

e*n -0014 **n 0.020 HighSchool Sophomore Non tn/Ft Varety Athlete 1y6,y y100 (0.022) (0.014) )0.02S) (0.017) [-0.155, -0.002) [-0.041 0.024) [0.042 0.130) [-0.004, 0.003)

Slncln-Ptrest Household 0.010 0.021 -0.010 0.005 (0.022) (0.013) (0.023) (0.016) [-0.032, 0.050) [-0.025, 0.027) [-0.062. 0.020) [-0.027,c.037[

FamilyIncome ($SOK) -0.002 -0.002 0.021 0.003* [5.002) (0.022) (0.022) 10.001) [-0.007,0.002) [-0.ODS,S.001) [-0.004.0.00) [0.S0l,S.006[

FomdyIncome BelowPoverty Line -0.022 -0.013 -0.027 0.001 (0.041) (0.021) [ScSi) [0.044) [-0.102,0.000) [-0.054,0.020[ [-0.127,0.073) [-0.020,0.148)

Number of Sihtngt -0.001 -0.000 0.000 0.001 (0.007) (0.004) [0.007) (0.005) (-0.015.0.0131 [-0.008,0.0201 [-0.014,0.014) (-0.020,0.0101

Father Educaoor n°.Q013 yen502 0013 0.005” (5.004) , (5.003) (0.004) (0.003) [-0.022-0.554) (-0.005-0.003) [0.004, 0021) [0.024,0.015)

Mother tdotaoon -0.000 -0.001 0.014” -0.004 (0025) (0.003) (0.005) (0.003) (-0.010,0.001) (‘0.008,0.005) [0.005,0.024) (-0.011,0.022)

Urhor LocatIon 0.000 -0.003 -0.005 0.002 (0.021) (0.012) (0.021) (0.013) [-0.034,0.046) [-0.028,0.021) [-0.040,0.036) [-0.024,0.020)

0136 ooonnn 5551*ae CognoluoAbility(0-Scone) nnn 5Q28ene 3 (0.012) (0.007) (0.013) (0.010) (-5.120,, -0.083( [-0.041,, -0.014) (0.058,0.108) [0.032,0.070)

ActiocControl: GeneralEffortand Forelotonco Scale .0.052** 0.008 3535* 0.010 (0.016) (0.000) (0.016) (0.011) (‘5.083-0.020) (-0.012,0.0241 [0.003,0.0071 [-0.011,0.002)

Control Expectation Scale 0.022 -0.008 -0.O33 0.310 (0.014) (0.000) (0.015) (0.310) [-0.005,5.550) (-0.025,0.000) [-0.062-0.004) [-0.021,0.033) lnetrumnrtal Motivation- UtilityInterest- Scale -0.004 -0_lion 0.011 0.010 (0.014) (0.008) (0.014) (0.000) [-0,031,0.522) [-0.033-0.002) [-5.516,0.038) (-0.003,5.020)

Non-CogsolceAbiloy )E27E850L) ,0.120*** -0.007 O.lOl 0.025 (0.320) (0.014) (0.087) (0.028) (-0 t76 -0.063) (-5 035,0.021) [0.020,0.175) (-0.020,0.070)

Slash - rot Hicyanic -0.035 -0.002 5.045 -0.008 (0.537) (0.022) (0,042) (0.020) [-0.107,0.037) (-5.045,0.041) [-0.033,3.128) (-0.004,0.048) ‘S.O Onionorpadtlc Itlatdor -0.035 4O 0.048 0.030 (0.033) (0.016) (0.034) (0.022) [-0.100,0.031) [-0.072, -0.008( [-S.S21,0.112[ (-0.010,0.072)

HisyaricorLotino 0.052** 0.000 0.082* -0.010 (0.034) (0.010) (0.035) (0.324) [0.020, 0.158) 1-0.020, 0.046) [-0.150 ,-0.013[ (-0.000,0.027)

Obsomatloot 2350 2350 2350 23SS Standard errors In yarerthnces. Ot-yercent confidence intemole Insquuro bmohets. Number of oboumetionshrourded to the nearest 10. yvoosi, ycS.S1, a ycl.05 Rmyordertc not identifyingthemselves us Asianor Bitch or Hbycnloore the exduded catecony. Fordiscrete (binary)variables, the comyutod change (dy/do) intone discrete thanoe in the value of the cadable. Source: 013.

- 157 - TABLEE3.1D: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent variable: Post-tncondary Edncation Attained by 2012; Maltinomial Login Set: Male; Conditional on Attending Any POEInstitatlon by 2806 (1) (2) (3) (4) Associates nachelo?s Some FOE Dntren Dntrnn Oem

CollngnSarsityAthlnte ,0.120a*a 3355*** 0.131* 3.3520* (0.026) (0.014) (0.029) (3.019) 1-0.119-0.376) (-0.083 -0.t27) [0.075,0.107) )0.Slt O.Ott)

SinglmParentHoosehold 0.012 0.001 -0.017 0.003 (0.022) (0.313) (0.023) (0.016) )-O.031,0.055) 1-0.020,0.327) [-0.063,3.0291 [-0.027,0.037)

Family Income )$1SK) -0.003 -0.0t2 0.001 0.003” (0.002) (0.002) (0.002) (0.031) [-0.007, 0.002) [-0.005, 0.001) [-0.003,0.006) [0.001,0.006)

Family Income BolomPoverty LIon -0.023 -0.013 -0.020 0.064 (0.040) (0.021) (0.001) (0.044) [-0.102 .0.030) (‘0.034,0.020) [-0.127,0.072) [-0.022,0.100)

Number of Sibllogs -0.002 -0.001 0.001 0.001 (0.007) (0.004) (0.007) (0.000) [-0.016,0.012) [-0.0000.007) [-0.013,0.010) [-0.300,0.010)

Father Educatco .3353** nc0309 0.012” cc0309 [0.004) . (0.003) [0.064) (0.003) [-0.021-0.004) [-0.013 - -0.003) [0.003,0.021) [0.003,0.015)

Mother Education -0.009 -0.001 0.010” -0.001 [0.041) (0.003) [0.000) (0.000) [-0.019,0.001) [-0.000,0.046) [0.305,0.024) [-0.011,0.002)

Urban Location 0.007 -0.003 -0.007 0.003 [0.020) (0.012) [0.021) (0.010)

[-0.033 - 0.047) [-0.020,0.021) [-0.047 - 0.034) [-0.023 - 0.029)

Cognitive Ability [2-Scorn) .0.106* .3.327**n 0.0o2* 0.0S1 [0.012) (0.007) [0.013) (0.010)

(-0.123-0.083) [-0.041-0.014) [0.057 - 0.106) [0.032 - 0.070)

Action Control: Gnnnral Effort and Fnrsistnnca Scale .3,347** 0.007 0.032 0.009 [0.016) (0.009) [0.016) [0.011)

[-0.078-0.017) [-0.011,0.025) [-0.000 - 0.064) (-0.013 - 0.031)

Control Eopoctation Scale 0.022 -0.000 -0.033’ 0.019 [0.014) (0.009) (0.015) [0.010) [-0.306,0.050) [-0.020,0.009) [-0.301, -0.004) [-0.001,0.039) lnstromentalMo6vaiton-Utlitylntemst-Scale -0.009 -0.017’ 0.014 0.011 (0.014) (0.003) (0.014) [0.009) [-0.033,0.010) [-0.032-0.002) [-0.013,0.041) [-0.007,0.030)

Non-Cognition Ability(EXTERNAL) ,3333**n -0.004 3093’ 0.024 [0.029) (0.014) [0.037) (0.023) [-0.170-0.055) [-0.032.0.024) [0.020,0.165) [-0.030,0.070)

Slack - not Hispanic -0.018 0.006 0.026 -0.015 [0.030) [0.023) [0.041) (0.027)

[-0.092 - 0.057) [-0.040,0.051) [-0.054,0.107) [-0.308,0.039)

Asian or Faodic lslaodnr -0.020 o04c’ 0.036 0.029 [0.033) [0.016) [0.033) (0.022)

[-0.089,0.039) )-0.072,-0.000) [-0.030,0.101) [-0.013 - 0.071)

AinpaniconLatioo 33ggan 0.009 ,0.0800 -0.020 [0.034) [0.019) [0.033) (0.024)

(0.030, COAl) (-0.029,0.046) [-0.153-0.017) [-0.067 - 0.027)

Obsmvatioos 2350 2350 2350 2350 Standard arrorn in yarnnnhaacs. 95-Fnrcnot conitdaecn intarvals in square brackets. Number ot observations Is rounded to the nearest 10. non p<3331 on pooco, a 0F<-OS Unspoodnntn not idnotifying thnmsnlcrs as Asian or Elack an Hispanic am the nocludad catngory. For dincmte [hinarf) uoAahles, the computed change (dy/do) isfor a discrntn changn in the colon of thncadahln. Source: ELS.

- 158 - TABLEE3.1E:College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Pont-Secondary Education Attained by 2012; Meltinomial Logic Eec: Male; Conditional on Attending Any PSE Inetitetien by 2005 1) (2) [3) [4) Acronate’c tanbeler’c Some PIE

CellageVarcityand HighIntreel BB/PtVaraityAthlete -0120’” -0.056” 0.125” 0.061’ 0.0331 10017) [0.030) (0.029) -0.194, -0.344) (-0.389-0.023) [0.050, 0.199) [0.005,0.117)

CollegetiarsityhthleteNenBB/FB -0.121” -0.040’ 0.127” 0.043 [0.037) 10.0211 0.980) [0.024) -0 t93 -0.049) -0.000, -0.009) [0.049,0.201) -0.004,0091)

Single-Parent Hecceheld 3.012 CLOt -0.017 3.005 (3.022) (0.013) 10.223) (0.316) (-0.031,0.355) [-0.325,2.227) (-0.063,0.020) [-0.027,0.036)

PamilyIncome (210K) -0.003 -0.002 0.001 0.003” (0.002) [3.002) (0.002) (0.001) -0.007,0.0021 (-0.000,0.0011 (-0.003,0.006) 13.381,0.006)

PamilyInoenre BelowPeverty Line -0.024 -0.013 -0.028 0.065 (0.040) (0.021) [0.051) [0.044) [-0.102,0.055) 1-0.044,0.0201 [-0.128, 0.072) [-0.021,0.152)

number of Sibl:ngn -0.002 -0.038 0.001 0.001 (0.007) (0.004) (0.007) [0.001)

[-0.016, 0.012) -0.008,0.007) (-0.013 - 0.016) [-0.008,0.010)

Pathar Education e,0012 4009’, 0.312” ,e0000 (0.004) (0.003) [0.004) [0.003)

(-3.021, -0.004) [-0.015- -0.003) [0.003,0021) [0.033 - 0.015)

Mother tduoation -0.009 -0.001 0.014” -0.041 [0.005) (0.003) [0385( [0.003) [-0.019,0.001) [-0.008,0.000) [0.005,0.024) (-0.0110.002)

Urban Location 0.007 -d.ooo -0.026 0.002 [0.020) (0.012) [0.020) [0.013) [-0.033,0.047) (-0.020, 0.0211 [-0.987,0.034) (-0.023,0.028)

Cogn9iuaAbility (Z-lnora( ‘0.106” -0.027”’ 0.001” 0.051” (0012) [0007) 0.010) (0.010)

[-0.128,-0.003) [-0.041-3.014) [0.057 - 0.106) [0032,3.071)

Action Ceetteel: General Effort and Peesiseanca Scale -0.047” 0.007 0.032 3.009 (0.036) (0.009) (3.316) (0011) [-0.070, -0.016) )-0.011,0.025[ [-0., 0.064) [-0.013,0.000)

Control Eoyectntion Scale 0.022 -0.008 -0.002’ 0.019 (0.014) (0.009) (0.015) (0.010)

[-0.006 ,0.050( (-0.025 - 0.388) 1-0.061 - -0.004) [‘0.001,0.039)

Instrumental Mnt:oetion - Utility Interent ‘Scab -0.005 ‘0.017’ 0.014 0,012 (0.014) [0.380) (0.014) (0009)

[-0.035,0.018) [-0.032,-0.002[ 1-0.033 - 0.0451 [-0007,0.030)

Ner’Cegnoicebbilfty )EXTE8nAL( ‘0.113” -0.004 0.093’ 0.024 (0.030) [0.014) (0.037) [0.028) (-0.171,-0.055) 1-0032,0024) (0.020,0.165( (‘0.000,0.079)

BlenIc-tottibpanlo -0.017 0.0016 3.026 -0.015 [3.030) [3.023) (0.048) [0.027) [-0.092,0.058) )-0.040,0.052[ (-0 355,0 t07( [-U069,0.038)

Asian or Paoifw Idander -0.025 -0.040’ 3.036 0.030 (0.033) [2.016) (0.234) [0.022) [-0.090,0.039[ [-0.072-0 008) [-0030,0.101) (-0.013,0072)

HtepannorLaono 0.996” 0.029 ‘0.005’ ‘0.020 [0034) 10.0191 (0.035) )U.024(

[0.032,0.162) [-0.029,0.0801 (‘0153, ‘0017) [-0.067 - 0.027)

Observatinna 2350 2350 2310 2350 Standard errors in yarentheeoa. 95-yernentnerfidnnne ioternals in square branbets. Number of nbteruatiort isceonded to the neareat 10. pnl.OO1, “ynO.Ol, ‘pno.OS Reapondonts not Identifyingthemselves as AsianerBladr or hlbyanh are rho ennluded entegnry. Pord6nrete (binary)variables, rho nornpotad ohange (dy/do) I, fera dbnrete nhengo Inthe nelue of the nariable. Source: ELI.

- 159 - TABLEE3.2A: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Post-Secondary Education Attained by 2012; Multinomial Logit Ses: Female; Conditional on Attending Any PSt lnstltntion by 2006

(1) 121 (3) (4)

- More than Assec:ate’s tachelor’s Some PSE tachelor’s Degree Degree

D:ogle-Parent Household 0.t58°° -4.043 -8.022 -4.034° (tOm) (4.412) (4.020) (0.414) 14.024, 0.493] [-0.025, 4.424] [-4.461 00161 1-4.441, -0.446]

PamBylecome ($140) .0.005*0 4.40405 4,444C*5 4.942 [4.902] [4.461) (4.002) (0.441) 1-0.010, -4.441] [-0.007, -4.441] [0.004,0.412] [-4.441,0.6641

Family Income Belem Poverty Line -4.006 -0.031° 0.047 -0.010 (4.424) (4.414) [4.037) [0.032) [-0.060, 0.049] ]-0.059,-0.003] 1-4.426,4.114) ]-O.074,3.8S4)

Nomberofliblings t.015°° 0845 -0.043 eee0417 (0.005) [0.004) (4.406) (0.045) [4.046,0.425] [-0.442,0.012] [-9.015,0.010] 1-0.027-0.007]

Father Odocation 0,48gC .4,4450 44090 4444 [0.003) (0.002) (0.044) (0.043] -0.015-0.001] -8.010-0.401] [0.002,0.0171 [-0.001,0.014]

Mother tdocaton -4009° -0.041 0.003 8408° (0.004] (0.403) (0.034) [0.003) [-0.417-0 001] [-0.407, 8444] ]-0.88t,0.311] 10.302.0.014]

Urhan Locanion ‘4 035° -o.ot°° 0.8S4°° 0.008 [0.417) (0.011) [8.019) (4.014) ]-0.3t9,-0.001] [-0.049, -0.887] 10.417,4.092) -8.0180.035]

Cogndioe Ah:lity(2-Score) .012800* -0.025°°° 8.085°°° O,86800C [0.414) (0046] (0.011] (0.089) l-°-S -4.109] [-4.037-0012] ]0.8t3 .0.1081 0.050,0.006]

Action Control: General Effort and Persistence Scale -4.025 0.404 0.817 4.885 (4.014) [8.009) (0.015) (4.010) [-4.002,0.041] 1-0.414,4.422] ]-O.412,4.145] [-0O1S,4.020]

Contrel Eopectatiee Scale 0.003 -8.030°” -4.003 0.030°° (0.013) (0.009) (0.014) [0.010) [-0.922,4.029] [-4.047, -4.013] [-6.484,4.424] 10.011,8.049]

Instrumental Mofiva9en - Utiht’yIntermt - Scale -0.021° 4.018 8.005 0.006 (0.011) (0.007] [0.411) (0.008) [-0.042, -0.000] ]-0.004,0.025] 1-0017,0.028] ]-0.0S0,0.021]

Non-Coge4ive Ability (EXTE8NAL) 9.574e°° 0011 8,038 0.120°° (0.038) (0.018] [0.041) [0.038) -0.228-0.111] [-0.023.0.046] [-0.042,0.119] ]0.046 .0.194] tiach - not Hispanic 0.000 -0.028 -0.010 0.087 (4.028) [0.016] (0.035) (0.081) ]-0.054, 0.054] [-0.098,4.043] [-0.078, 0.0591 ]-0.023,0.097]

Asian or Pacitc Slander -0.023 -0.036° 0.458 0.000 (0.032) [0.017) (4.833) (0.022) -0.086,0.039] [-0.468, -0.0031 [-0.047, 0.124] [-0.042,0.043]

HhpanicorLaeino -0.014 -0.006 0.032 -0.812 [0.026) [4.016) (4.031] (0.024) -0.096, ,°3I [-4038,0426] [-0.030,0.094] ]-4.059,0.435]

Obseroatiors 3128 3124 3126 3120 Standard errors in parentheses. 95-percent coetdeoce intervals in square brackets. Number of observatinnt is reonded to the nearest 10. 0mpolO es p00.81, ° yoo.05 tespordonts tot ideneifyisg rhemseloes as Asian or tlock or Hispanic are the excluded category, For disc:ene [binary) cariables, the computed change (dy/do) is for a discrete change in the calse ot the variable, Source: ELS.

- 160 - TABLEE3.ZB:College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Post-Secondary Educatien Attabsed by 2812; Mnltinonnlal Legit Sex: Female; Conditienal en Attending Any PS! lnstitntisn by 2006 (1) (2) (3) (4) Associates Bachelo?s Some PSE Degree Degree

Higblshsolleyhomsreynrctywthlete ‘0.049” -0.016 0.035’ 0030’ 0.016) (0.011) (0.018) (0.013) [-0.081 -0.217) [-0.037,0.006) [0.000,0.06s( 0.005,S.SSS)

Sisgie-Pereet hlonselseld 0.055” ‘0.204 43.020 ‘0.032’ (0.018) (0.011) (0.028) [0.014)

(0.021, 0.090) (-2.226 - 0.020) (-0.058, 0,018) [-0.060. -0.204)

Familyleceme ($100) ‘0.005’ -0.004’ 0.007” 0.002 (0.002) (0.001) [0.002) [0.003) -0.000, -0.001) (-0.007, -0,001) (O.003,O.01l[ (-0.001, 0.004)

Fenily leceme Below Poverty use -0.003 ‘0.032° 0.048 -0.007 (0.028) (0.014) (0.037) (0.033) [-0.063,0.045( [-0.060, ‘0.004) [-0.025,0.121) (-0.072,0.007)

Nombero(Sblings 0.014” 0.000 ‘0.003 ‘0.017” [0.001) (0.004) (0.006) (0.005)

[0.004 - 0.020) [-0.002,0.012) (‘0.015,0.010) [-0.027,-0.007[

Father Ednsusioe ‘0.008’ -0.000’ 0.000’ 0,004 [0.003) [0.002) [0,004) (0.003)

(‘0.015 - -0.001[ [-0.010,-0.001[ [0.002 - 0.017) [-0.001, 0.010)

Mo6,ertdocatioe ‘0.003’ ‘0.001 0.002 0.008’ (0.004) 0.003) [0.004) [0003) [‘0.017,0.001) (‘0.007,0.005) [-0.206,0.011) [0.001,0.014)

0,04, Locatioo ‘0.036’ -0.020” 0.016” 0(09 (0.017) (0.011) (0.019) [0.014) [-0.070,-0.002[ [-0.050, ‘0.008) (0.018,0.003) [-0018, 0.036[

Cogeitice Ability(2-Score) ‘0128” ‘0.025” 0.080” 0.068” [0.010) (0.006) (0.011) (0.009)

(‘0.147 - ‘0.109) [-0.038, -0.013[ [0.063 - 0.108) [0.000 - 0.0861

Adios Conned: Oeeera[ Effort and Persistence Scale ‘0,027’ 0.203 0.018 0.005 [0.014) [0.009) (0.011) (0.010)

(-0054, ‘0.200) [-0.015 - 0.021[ (-0.010, 0.047[ [-0.010, 0.025[

Csetm) Ecpectatisr Scale 0.006 ‘0.029” -0.006 0.029” (0.013) (0.009) [0.014) (0.010)

)‘0.019,0.032) [-0.047 - -0.012) [-0.033,0.021) [0.010,0.048) lsstrumestal Msticabss - Sooty Interest-Scale ‘0.021 0.011 0.005 0.001 (0.011) (0.007) [0.012) (0.008)

)-0,042,0.000( [-0.054, 0,025[ [-0.017 - 0.028) [-0.011, 0.020(

Nos-CogsltlceAbl[ity)DOTERNAL) ‘0.168” 0,012 0.035 0.121” [0.030) (0,018) [0.041) [0.038)

[-0.227 - -0.110) [-0.023 - 0.047[ [-0.040,0.116) [0.046, 0.196[

Olack-sos6ispeeic ‘0.004 -0.029 -0.008 0.041 [0.028) (0.015) (0.031) (0.031)

(‘0.013 - 0.050[ [-0.059, 0.001[ [-0.076 - 0.061) [-0.020,0.101)

Anise or Peci6c dander ‘0,034 ‘0.039’ 0.068’ 0.005 (0.032) (0.016) (0.034) (0.022)

[-4.097, 0,020[ (-0.070 - -0.007) [0.001 - 0.134) [‘0.039 - 0.049)

Hispasic or Latns ‘0.019 -0.007 0.036 -0.009 (0.026) [0.016) (0.032) (0.024)

[‘0.070,0.032) [-0.039 - 0.024) [‘0.026 - 0.095) (-0.0S7,0.038[

Obsersaticos 3120 3120 3120 3120 Stosderd ‘ace- in yurnrtheses. 95-perceet cosfideece leterouls is squnre bruclcets, Number ef sbsnrnexcss is recoded so th’ searrst 15.

psS.OO1- “p00.01 - ‘p

- 161 - TABLEE3.ZC:College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dnpnndent Variable: Pnnt-Oennndery Eduoatinn Antained by 2012; Multinnmiel Login Ono: Fennalo; Conditional on Attending Any POEInetltution by 2086 (1) (2) (0) (4)

- Morn than Asnno:etea Beoho or a Somn POE bachelors Degree Dogroo Snorno

High Othool Sophomore ES Varsity Athloto -0.0OO” -0.342 0.020 0.063” (0.024) 0.010) 0.020) (0.024) -0.102-5039) [-05033, 0.020) (-0.0010.001) 0.016 0.109)

olgA School Sophomore Non 00 Vernlty Atbloto .0.030* -0.028 0.035 0.020 (0.017) (0.811) (8.019) (0.014) -0.071, -0.004) -0.042, 0.0021 -0.002, 6.671) [-0.004,0.0001

SIngle-Parent Ooosohold 0.054” -0.003 -0.020 0.031* (0.010) (0.012) (0.020) (0.004) [0.020, 0.080) 1-0.026,0.019) (-0.050,0.018) (-0.059 ,-0.003[

Fao4ylnoomo))SOK) .9035* 4oo4* 4447*** 0.002 0.002) (0.001) 0.002) (0.000)

[-0.959-9.001) [-9.957 - -0.001) (0.000,0.0111 [-0.001,0.004[

Family mama OnlowPooortyLine -0.010 .0.032* 0.047 -0.006 (0.027) (0.014) [0.037) (0.033)

1-0.064- 0.044) 1-0.060-0004) (-0.026,0.121) [-0.075,0.059[

Nombnr of Siblings oolsea 0.005 -0002 00500*0 (0.005) (0.004) (0.006) [0.005)

[0.004 - 0.926) [-0.342 - 0.012) [-0.015,0.010) [-0.027-0.0031

Father Edocatioo -o.oor .3035* 00050 0.004 (0,003) (0,022) (0004) [0.003) (-0.015-0.301) [-0.010,-0.001l (0.002,0.017) (-0.001,0.0101

Mother Education .4039* -0.001 0.002 3044* (3.044) (3.043) (0.034) (0.033)

1-0.017-0.0011 1-0.007,0.005) [-0.006 - °-°101 (0001,0.414)

Unbar Location .0.030* -0028” 0.0560* 4.411 [0.017) [0.011) (0.019) (0.014)

[-0072, -3.004) [-0.049, -0.007) [0.010,0.093) (-0.016 - 3.030)

CognitionAbility(2-Scam) .0.123*0* .0.025* 0.005* 0 55**5 (0.010) (0.006) (0.011) (0.009)

(-0.147 - -0.109) (-9.930, -0.013) [0.062,0.107) (0.031,0.007)

Aotior Control: Oemenal Effort and Feosioeoooloola .0.027* 0.023 0.010 0.006 (0.014) (0.009) (0.011) (0.010)

(-9.954, -9.[ [-0.015 - 0.021) (-0010,0.047) 1-0.014,0020)

Control Eoyoota800 Scale 0.006 .0.029** -0.036 0.029” (0.013) 18.0091 (0.054) (0.010) [-3.019,0.t32( I-0.047.-0012[ 1-0.033,1.001) [0.010,0.043)

Instrumental Mottoatloe - Sooty lnferesf- Scale .0.021* 0.911 0.005 0.009 (0.011) (0.037) [0.011) (0.000) (-0.002, -0.000) [-9.004,0025) 1-0.017,0.023) [-0.010,0.021)

Noe-Cogeslno AblIHy[EOTEtNAL) 9.360*** 0.012 0.037 0.1290* [0.030) (0.010) [0.041) (0.030)

1-0.227- -0.1301 [-0.022,9.047) 1-0044,0.117) [0.045,0.194)

Oiarb - rot Obyanlc -0.003 -0.329 -0.027 0.039 (0.028) (0.015) (0.033) (0.031) [-9 057,00521 (-0.099,0.001) 1-0076,0.061) [-0.022,0195)

AoiemorFadfiolslandar -0.036 9333* 0.067* 0.007 (0.032) (0.016) [0034) (0.022) [-0009,0.027) [-0.070,-0.006[ [0005,0.1341 [-0.037,0.051)

HiopanoorLatino -0020 ‘0.027 0.335 -4.347 (3.026) (9.016) (0.032) (0.024) (-0.071,0.031) 1-0 019,0.024) [-0.027,0397) [-3.033,0.041)

Observations 3120 3120 3120 3120

Standard roars in parentheses. 95.peronnt nonfidenna intemala Inequem brackets. Number onobnemntiomeinrounded to the nearest 10. - ** p00.031 p

- 162 - TABLEE3.2D: College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dependent Variable: Pest-Secendary Edncatinn Attained by 2012; Mnltinemial Legit San: Female; Cenditienal en Attending Any PIE Institation by 2006 (1) (2) (3) (4) Associate’s taStier’s Some PIE Degree Degree Decree

College VarsityAthlete -0.046 .0.0655cc 0.114*** -0.003 (0.030) (0.013) (0.031) (0.020) (-2.104,0.013] (-0.091, -0.029] (0.053,0.174] (-0.0420.031)

Single-Parent Honsehold 0057 -0.003 -0.020 .0,034* (0.018) (0.011) (0.010) (0.014) ]0.023,0.092j [-0.2260.010] (-0.0590.018] (-0.061, -0.006]

Pemily Income ($100) -0.005° .5,g53* 0.007* 0.002 (0.002) (0.001) (0.002) (0.001] (-0.009-0.001] (-0.006, -0.001] (0.003,0.011] (-0.001,0.004]

FamilylscnmetelnwPncersyLinn -0.006 .0.031* 0.047 -0.009 (0.020) (0.014) (0.037) (0.032)

(-0.860, 0.046] (-0.059 - -0.003] (-0.025,0.119] [-0.073, 0.054]

Nnmberofliblisgs 0.01S** 0.006 -0.003 -0.017° (0.005) (0.004] (0,006) (0.005) [0.004, 0.026] (-0.001, 0.013] (-0.016,0.000] (-0.027-0.007]

Ferber Ednnatinn .Q04g* .0.005* 504g* 0004 (0.003) (0.002) (0,004] (0.003)

(-0.015 - -0.001] (-0.010, -0.000] (0.001,0.016] (-0.061,0.010]

Mother Ednca6nn .0,009* -0.001 0.002 0,008* (0.004) 0.003) (0.004] (0.003)

(-0.017-0.001] (-0.007 - 0.004] (-0.006,0.011] (0.002,0.014]

Urban Location .0,034* .0.027* 0.053** 0008 (0.017) (0.011) (0.019] (0,014) (-0.069-0.000] [-0.048, -0.006] (0.016,0.090] (-0.018,0.035]

CognItIveAbility]Z-Onore] 0.120nee .0.025*** 0.085 0.066 (0.010) (0.006) (0.011] (0.009) (-0.147-0.109] (-0.037-0.012] (0.063,0.107] (0.010,0.086]

Actlos Central: Oeneml Effort and Persistence Scala -0.021 0.004 0.015 0.001 (0.014] (0.009) (0.815) (0.010) (-0,052,0,002] (-0.013,0.022] [-0.014,0.044] (-0.015,0.025]

Ceetrel Eopectation Scale 0.004 .0.O2Hnmn -0.004 (0.013) (0.009) (0.014] (0.010) (-0.022,0.029] (-0.047-0.012] [-0.031,0.023] (0.011,0.069)

Instramental Motivation - UHIltyInterest - Scale .0.022* 0,010 0.006 0.006 (0.011) (0.007) (0.011) (0.000] (-0.043, -0.001] (-0.005,0.024] (-0.016,0.029] (-0.010,0.021]

Non-Cognllce Ability(EXTERNAL) se0168 0.014 0.034 2,120cr (0.030) (0,018] (0.041) (0.038] (-0.227-0.109] (-0.020,0.049] (-0.046,0.114] [0.046,0.104] tlach - set Hispanic 0.002 -0,026 -0,013 0.037 (0.028] (0.016) (0.035] (0.031) [-0.052,0.056] (-0.057,0.005] [-0.001,0.055] (-0.0230.097]

Asian or Pacific Islander -0.026 .0.038* 0.065* -0.001 (0.032) (0.016) (0.033] (0.022) [-0.009,0.036] [-0.069-0.007] [0.000,0.130] (-0.043,0.042]

Hispanic or Latino -0.015 -0.007 0.035 -0.013 (0.026) (0.016) (0.031] (0.024) (-0.067, 0.036] (-0.039,0.024] [-0.026,0.097] (-0.059,0.034]

ObservatIons 3120 3120 3120 3120 Stnndard errors in perenrheses. 95-percent coefidetce Interoals In square bmnkets. Number of observetloss is roosded to the seerest 10. pvo 001 ** pco.01, * pco.05 tespondonrs not idenlfylog themselves as Asian or Sleek or Hitpatio are the eoolodad category. For discrete (binary) codables, the competed change (dy/do] infore discrete change In the caine ofthe variable. Source: ELI.

- 163 - TABLEE3.2E:College Graduation (MARGINS) Average of Marginal Effect (dy/dx) Dapeedent Variable: Post-Secondary Education Attained by 2012; Multinomial Logit Sex: Female: Conditional ox Attending Any P56 Institution by 2006 Ill 121 ll 141 More than Aasoe:ates taxhalar’s Some PIE Oaxheler’c Dogree Dagreo Donroo

College Varsityand HighScheel 80 VarsItyAshIest -0.016 -0067” 0.000 -0.014 10.0521 (0020) (0.051) (0.034) [-O.110,0.085( 1-0.106-0.029] [-0.010,0.205( (-0.081, 0.0531

CellegaVarsftyAthlete Non EN -0.061 -0.061” 0.121” 0.001 (0.0851 (0.016) (0.000) (0.020)

[-0.130, 0.0001 (-0092-0030] [0.051 - 0.101] 1-0.044,0.0461

SIngle-FamesHousehold 0.017” -0.000 -0.020 4.034’ 10.010) 10.0111 (0.010) (0.014) 10.023,0.0921 [-0.026, 0.019] 1-0.050,0.018] 1-0.061,-0.006]

Pam:Iy teems ($106) -0.001’ -0.003’ 0.007” 0.002 (0.0021 (0.001) 10.0021 (0.001)

[-0.009 - -0.001) [-0.000-0.0011 10.000,0.011) (-0.001,0.004)

FamilyIneemo Naew Foeerty LIro -0006 -0.031’ 0.047 -0.010 (0.020) (0.014) (0.007) (0.032) [-0.000,0.040) [-0.059-0.0081 1-0.020,0.019] (-0.073, 0.054]

Numbor of s:bl:rgs 0.010” 0.006 -0.003 -0.017” (0.001) (0.004) (0.006) (0.005) [0.004, 0.026] 1-0.001,0.010] (-0.016,0.0091 [-0.027-0.0071

Fathor Eduea0en -0.008’ -0.005’ 0.008’ 0.004 (0.003) (0.002) (0.004) (0.003)

-0.015-0.001) 1-0.010-0.000) [0.001 - 0.016) 1-0.001- 0.0101

Methor Eduestlee -0.009’ -0.001 0.002 0.008’ (0004) (0003) (0.004) (0.000) [-0.017-0.001) 1-0.007, 0.004) 1-0.006,0.0111 [0.002,0.0141

Urbar Leeatior -0.034 -0.027’ 0.053” 0008 (0.017) (0.011) (0.019) (0.014)

(-0.068, 0.0cc) (-0.048, -0.006) [0.010,0.000) [-0.019 - 0.035]

,5,5395a5 CognOIeoAbilly)Z-Seero) , -0.025’” 0.085”’ 0.048” (0.010) (0.006) (0.011) (0.009) [-0.147-0.109) (-0.037-0012) [0.063,0.107) [0.050,00061

ActIonControl: Oonerel Effort and Forsistoree Scale -0.025 0.005 0.015 0.005 (0.014) (0.009) (0015) (0.010) (-0.052,0.002) [-0.013,0.023) 1-0.014, 0.044] [-0.015,0.025)

Cuetmi ExpectatIonStale 0.000 -0.029” -0.004 0030” (0.013) (0.009) (0.014) (0.010)

1-0.022- 3.529) [-3.047-0.012) ]-0.031,0.028) [0.011,0.0491

Inutrumental Meticattee - 3t11:eyIrtoront - Scale -0.021’ 0.010 0.006 0.006 (0.011) (0.007) (0011) (0.008)

(-0.042 - -0.001) [-0.005,0.024) [-0.018,0.029) [-0.010,0.021]

Nos-Cegesice Ability)EXTERNAL( aea0168 0.014 0.034 0.120” , (0.030) (0.010) (0.041) (0.088) 1-0.227-0,109) [-0.020, 0.049) [-0.046,0.114) [0.046,0.194)

Olodl-netHbpanie 0.002 -0.026 -0.013 0.017 (0.028) (0.016) (0.011) (0.331) [-0.013,0.056) [-0.057,0.005) (-0.081,0.055) [-0.023,0.098)

Asiar or PacificIslurder -0.028 -0.038’ 0.065 -Cccl (0.032) (0.016) (0.033) (0.022) [-0.068,0.036) 1-0069-0.007) (-0.000,0.130) [-0.043,0.042) o:syar:rur Lat:ee -0.015 -0.007 0.035 -0.013 (0.020( (0.018) 10.031) (0.024) [-0.067,0.037) [-0.039,0.024) [-0.027,0.060) [-3.060,0.034)

Obsoruatiece 8120 1120 3120 3120 Standard esters :n parentheses. 95-percerteenfidesee irtereals Inequara bracheta. Numberet ubservatlees isreunded tethe nearest 10. p<0.051, ** pvo.01, ‘pvl.OS Respondents net classifyingthemsolues as Aelunor Nlaekor 0:span:e are the excluded category. Per dserete (hienry)carioblas, the computed chance )dyfde( :sfer 5 dserete charge in the ealue ci the uariablo. Source: 01$.

- 164 - TABLEE3.3A: College Graduation dent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Sex: Male; Conditional on Attending A Non-Profit 4-year PSE Institution by 2006 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.080** (0.024) [0.033, 0.1281

High School Sophomore BB/FBVarsity Athlete 0.057* (0.028) [0.002, 0.1121

High School Sophomore Non BB/FBVarsity Athlete O.105*** (0.027) [0.052, 0.159]

Single-Parent Household 0.011 0.014 0.013 (0.028) (0.028) (0.027) [-0.044, 0.065] [-0.040, 0.068] [-0.041, 0.067]

Family Income ($1OK) 0.002 0.002 0.002 (0.002) (0.002) (0.002)

[-0.002, 0.007] [-0.003 , 0.007] [-0.003, 0.007]

Family Income Below Poverty Line 0.044 0.045 0.046 (0.058) (0.059) (0.058) [-0.069, 0.158] [-0.070, 0.160] [-0.068, 0.160]

Number of Siblings 0.012 0.012 0.013 (0.008) (0.008) (0.008) [-0.004, 0.029] [-0.004, 0.029] [-0.004, 0.029]

Father Education 0.017*** 0.017*** 0.017*** (0.005) (0.005) (0.005) [0.008, 0.027] [0.008, 0.027] [0.007, 0.026]

Mother Education 0.014* 0.013* 0.013* (0.006) (0.006) (0.006) [0.003, 0.025] [0.002, 0.025] [0.002, 0.024]

Urban Location -0.032 -0.033 -0.035 (0.023) (0.023) (0.023) [-0.078, 0.013] [-0.079, 0.012] [-0.080, 0.011]

Cognitive Ability (Z-Score) 0.072*** 0.075*** 0.073*** (0.016) (0.016) (0.016)

[0.040, 0.1041 [0.043 , 0.1061 [0.041, 0.105]

- 165 - TABLEE3.3A: College Graduation dent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Sex: Male; Conditional on Attending A Non-Profit 4-year PSE Institution by 2006 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale 0.042* 0.043* 0.045* (0.018) (0.018) (0.018) [0.007, 0.078] [0.008, 0.079] [0.009, 0.080]

Control Expectation Scale -0.019 -0,018 -0.018 (0.017) (0.017) (0.017) [-0.053, 0.015] [-0.052, 0.015] [-0.052, 0.015]

Instrumental Motivation - Utility Interest - Scale 0.019 0.014 0.013 (0.015) (0.015) (0.015) [-0.011, 0.048] [-0.016, 0.043] [-0.017, 0.043]

Non-Cognitive Ability (EXTERNAL) 0.080* 0.082* 0.079* (0.041) (0.040) (0.040) [0.001, 0.160] [0.004, 0.160] [0.001, 0.156]

Black - not Hispanic -0.030 -0.025 -0.019 (0.049) (0.049) (0.049) [-0.125, 0.0661 [-0.120, 0.070] [-0.114, 0.076]

American Indian or Alaska Native 0.534*** 0.566*** 0.560*** (0.041) (0.042) (0.041) [-0.615, -0.453] [-0.649, -0.484] [-0.640, -0.480]

Asian or Pacific Islander 0.062 0.071* 0.065 (0.033) (0.033) (0.033) [-0.003, 0.127] [0.005, 0.136] [-0.000, 0.130]

Hispanic or Latino 0.101 -0.096” 0.095* (0.047) (0.047) (0.047) [-0.193, -0.008] [-0.188, -0.003] [-0.187, -0.003]

Constant -0.170 -0.215 -0.193 (0.180) (0.177) (0.176) [-0.522, 0.183] [-0.562, 0.133] [-0.539, 0.152]

Observations 1,650 1,650 1,650 Adjusted R-squared 0.075 0.081 0.082 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 166 - TABLEE3.3B: College Graduation

Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.081** 0.092*** 0.069* (0.025) (0.025) (0.028) [0.031,0.130) [0.043,0.141] [0.014,0.124]

HSSophomore Athlete x Black -0.005 (0.099) [-0.198, 0.189]

HSSophomore Athlete x Income Below Poverty Line 0.236* (0.105) [-0.443, -0.030]

HSSophomore Athlete a Single-Parent Household 0.046 (0.056) [-0.064, 0.157]

High School Sophomore SB/PB Varsity Athlete 0.058* 0.072* 0.057 (0.029) (0.029) (0.032) [0.001, 0.115] [0.015,0.128] [-0.006,0.120]

High School Sophomore Non BB/FBVarsity Athlete 0.103*** 0.112* 0.081** (0.028) (0.028) (0.031) [0.048,0.158] [0.057,0.1671 [0.020,0.142]

HSSophomore BB/F8 Athlete * Black -0.012 (0.104) [-0.217, 0.193]

HS Non BB/FBVarsity Athlete * Black 0.076 (0.133) [-0.185 , 0.336]

HSSophomore BB/FBAthlete a Income Below Poverty Line 0.288* (0.121) [-0.526, -0.050]

HSNon BB/FBVarsity Athlete x Income Below Poverty Line -0.103 (0.123) [-0.344, 0.139]

HSSophomore BB/FBAthlete * Single-Parent Household -0.003 (0.065) [-0.130, 0.124]

HSNon BB/FBVarsity Athlete * Single-Parent Household 0.112 (0.064) [-0.013, 0.237]

Single-Parent Household 0.014 0.014 -0.016 0.013 0.012 -0.020 (0.028) (0.027) (0.047) (0.027) (0.027) (0.048)

[-0.040, 0.068] [-0.040, 0.068] [-0.109, 0.077] [-0.041, 0.067) [-0.041 , 0.066] [-0.113 , 0.074]

Family Income )$1OK) 0.002 0.002 0.002 0.002 0.002 0.002 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.003, 0.007] [-0.003, 0.007] [-0.003, 0.007] [-0003 , 0.007] [-0.003 , 0.0071 [-0.003 , 0.007]

Family Income Below Poverty Line 0.045 0.183* 0.046 0.047 0.179* 0.048 (0.059) (0.079) (0.059) (0.059) (0.080) (0.059) [-0.071,0.160] [0.027, 0.3391 [-0.070, 0.162] [-0.068,0.162] [0.023,0.336] [-0.067,0.163]

Number of Siblings 0.012 0.012 0.012 0.013 0.013 0.013 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.004, 0.029] [-0.004, 0.029] [-0.004, 0.029] [-0.004, 0.029] 1-0.004, 0.029] [-0.004, 0.029]

- 167 - TABLEE3.3B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.017*** 0.018*** 0.017* 0.017*** 0.017*** 0.017*** (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [0.008, 0.027] [0.008, 0.027] [0.008, 0.027] [0.007, 0.026] [0.008, 0.027] [0.007, 0.026]

Mother Education 0.013* 0.013* 0.013 0.013* 0.013* 0.013* (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [0.002, 0.025] [0.002 , 0.024] [0.002, 0.024] [0.002 , 0.024] [0.002 , 0.024] [0.002 , 0.024]

Urban Location -0.033 -0.034 -0.033 -0.034 -0.036 -0.035 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.079 , 0.012] [-0.079, 0.011] [-0.078, 0.013] [-0.080, 0.011] [-0.081 , 0.010] [-0.080, 0.011]

Cognitive Ability (2-Score) 0.074*** 0.073*** 0.075 0.072*** 0.070*** 0.074*** (0.016) (0.016) (0.016) (0.016) (0.016> (0.016) [0.043, 0.106] [0.042 , 0.105] [0.043, 0.107] [0.041 , 0.104] [0.038, 0.102] [0.042 , 0.105]

Action Control: General Effort and Persistence Scale 0.043* 0.043* 0.044* 0.045* 0.043* 0.045* (0.018) (0.018) (0.018) (0.018) (0.018) (0.018) [0.008, 0.079] [0.007, 0.078] [0.009, 0.079] [0.009, 0.080] [0.007, 0.078] [0.010, 0.081]

Control Expectation Scale -0.018 -0.018 -0.018 -0.018 -0.017 -0.017 (0.017) (0.017) (0.017) (0.017) (0.017) (0.017) [-0.052,0.015] [-0.051,0.016] [-0.052,0.016] [-0.051,0.016] [-0.050,0.017] [-0.050,0.017]

Instrumental Motivation - Utility Interest - Scale 0.014 0.013 0.013 0.013 0.013 0.011 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.016, 0.043] [-0.016, 0.043] [-0.016, 0.043] [-0.017, 0.042] [-0.017, 0.043] [-0.018, 0.041]

Non-Cognitive Ability (EXTERNAL) 0.082* 0.085* 0.081 0.078* 0.082* 0.080* (0.040) (0.040) (0.040) (0.040) (0.040) (0.040) [0.004,0.160] [0.006,0.164] [0.003,0.160] [0.001,0.1S6] [0.004,0.160] [0.002,0.159]

Black - not Hispanic -0.022 -0.031 -0.024 -0.02S -0.023 -0.013 (0.083) (0.048) (0.049) (0.083) (0.048) (0.049) [-0.185, 0.141] [-0.126, 0.064] [-0.120, 0.071] [-0.188, 0.138] [-0.118, 0.072] [-0.109, 0.082]

American Indian or Alaska Native 0.566*** 0.573*** 0.574*** 0.S61*** o.568*** o.s3r (0.042) (0.042) (0.044) (0.041) (0.041) (0.046) [-0.649, -0.484] [-0.655, -0.490] [-0.660, -0.487] [-0.641 , -0.481] [-0.648, -0.489[ [-0.629, -0.446]

Asian or Pacific Islander 0.071* 0.066* 0.071* 0.065 0.059 0.067* (0.033) (0.033) (0.033) (0.033) (0.033) (0.034) [0.005, 0.136] [0.001, 0.131] [0.005, 0.136] [-0.000, 0.131] [-0.006, 0.124] [0.002, 0.133]

Hispanic or Latino 0.096* .0.095* .0.097* 0.095* 0.094* 0.096* (0.047) (0.047) (0.047) (0.047) (0.047) (0.047) [-0.188,-0.003] [-0.188,-0.003[ [-0.189-0.005] [-0.187,-0.003] [-0.186,-0.001[ ]-0.188,-0.005]

Constant -0.215 -0.238 -0.204 -0.190 -0.213 -0.189 (0.177) (0.178) (0.178) (0.177) (0.177> (0.178) [-0.562,0.133] [-0.587,0.111] [.0.553,0.145] [-0.536,0.156] [-0.560,0.135] [-0.538,0.160]

Observations 1,650 1,650 1,6S0 1,650 1,650 1,650 Adjusted 8-squared 0.080 0.083 0.081 0.081 0.084 0.083

- 168 - TABLEE3.3B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.076 (0.095) Incremental Effect of HSAthletics for Income Below Poverty Line -0.144 (0.102) Incremental Effect of HSAthletics for Single-Parent Household 0.115* (0.049) Incremental Effect of HSBB/FBAthletics for Blacks 0.046 (0.100) Incremental Effect of HSBB/FBAthletics for Income Below Poverty Line -0.217 (0.116) Incremental Effect of HSBB/FBAthletics for Single-Parent Household 0.054 (0.056) Robust standard errors in parentheses. 9S-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Blackor Hispanic are the excluded category. Source: ELS.

- 169 - TABLEE3.3C:College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.067** 0.063 0.085** (0.026) (0.037) (0.030) [0.017, 0.118] [-0.009 , 0.135] [0.026, 0.143)

College Varsity and High School BB/FBVarsity Athlete 0.069” 0.068 0.095* (0.035) (0.047) (0.039) [0.001, 0.138] [-0.024, 0.160] [0.019 , 0.172]

College Varsity Athlete Non BB/FB 0.066* 0.057 0.074 (0.033) (0.049) (0.039) [0.000, 0.131] [-0.039 , 0.152] [-0.003 , 0.151]

College Varsity Athlete x Division 1 0.022 (0.051) [-0.078, 0.122]

College Varsity Athlete a FBS -0.064 (0.059) [-0.181 , 0.052]

College BB/FBVarsity Athlete a Division 1 0.016 (0.071) [-0.122, 0.155]

College BB/FBVarsity Athletee FBS -0.120 (0.090) [-0.296, 0.056]

College Varsity Athlete Non BB/FBa Division 1 0.028 (0.066) [-0.100, 0.157]

College Varsity Athlete Non BB/FBa FBS -0.017 (0.073) [-0.160, 0.126]

NCAADivision I 0.027 0.027 (0.026) (0.027) [-0.025, 0.079] [-0.025 , 0.079]

NCAAPBS 0.032 0.032 (0.027) (0.027) [-0.020, 0.084] [-0.020, 0.084]

Single-Parent Household 0.012 0.012 0.011 0.011 0.011 0.010 (0.028) (0.028) (0.028) (0.028) (0.028) (0.028) [-0.043, 0.066] [-0.043 , 0.066] [-0.044, 0.065] [-0.043 , 0.066] [-0.043 , 0.066] [-0.045, 0.065]

Family Income ($1OK( 0.002 0.002 0.002 0.002 0.002 0.002 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [-0.002, 0.007] [-0.002, 0.007] [-0.002 , 0.007] [-0.002 , 0.007] [-0.002, 0.007] [-0.002 , 0.007]

Family Income Below Poverty Line 0.046 0.046 0.048 0.046 0.047 0.047 (0.058) (0.058) (0.058) (0.058) (0.058) (0.058) [-0.068, 0.159] [-0.067, 0.160] [-0.066, 0.161] [-0.068, 0.160] [-0.067, 0.161] [-0.067, 0.161]

Number of Siblings 0.012 0.012 0.013 0.012 0.012 0.013 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.004, 0.029] [-0.004, 0.028] [-0.004, 0.029] [-0.004, 0.029] [-0.004, 0.029] [-0.004, 0.029]

Father Education 0.017*** o,017*** 0.017*** o.017*** 0.017*** o.017*** (0.005) (0.005) (0.005) (0.005) (0.003) (0.005) [0.007, 0.026] [0.007, 0.026] [0.007, 0.026] [0.007, 0.026] [0.007, 0.026) [0.007, 0.026]

- 170 - TABLEE3.3C:College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Mother Education 0.014* 0.013* 0.013* 0.014* 0.013* 0.013* (0.006) (0.006) (0.006) (0.006) (0.006) (0.006)

10.003, 0.025] [0.002, 0.025] [0.002 , 0.0251 [0.003, 0.025] [0.002 , 0.025] [0.002, 0.025]

Urban Location -0.032 -0.033 -0.034 -0.032 -0.033 -0.033 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023)

[-0.078, 0.013] [-0.079, 0.013] [-0.079, 0.012] [-0.078, 0.013] [-0.079 , 0.013] [-0.079, 0.013]

Cognitive Ability )Z-Score( 0.074*** 0.072*** 0.072*** 0.074*** 0.072*** 0.072*** (0.016) (0.016) (0.017) (0.016) (0.017) (0.017) [0.042 , 0.106] [0.039 , 0.104] [0.039, 0.104] [0.042 , 0.106] [0.039, 0.104] [0.040, 0.105]

Action Control; General Effort and Persistence Scale 0.041* 0.041* 0.042* 0.041* 0.041* 0.041* (0.018) (0.018) (0.018) (0.018) (0.018) (0.018) [0.006, 0.077] [0.005, 0.076] [0.006, 0.078] [0.005, 0.077] [0.005, 0.076] [0.005 , 0.077]

Control Expectation Scale -0.019 -0.020 -0.020 -0.019 -0.020 -0.020 (0.017) (0.017) (0.017) (0.017) (0.017) (0.017) [-0.052 , 0.015] [-0.054, 0.013] [-0.054, 0.014] [-0.052, 0.015] [-0.054, 0.013] [-0.054, 0.014]

Instrumental Motivation - Utility Interest - Scale 0.018 0.019 0.018 0.018 0.019 0.019 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.011 , 0.047] [-0.011, 0.048] [-0.011 , 0.048] [-0.011, 0.048] [-0.011 , 0.048] [-0.011, 0.048]

Non-Cognitive Ability (EXTERNAL) 0.077 0.075 0.077 0.078 0.075 0.077 (0.041) (0.040) (0.041) (0.041) (0.040) (0.041) [-0.002,0.157] [-0.004, 0.154] [-0.003,0.157] [-0.002,0.157] [-0.004,0.155] [-0.003,0.157]

Black - not Hispanic -0.035 -0.042 -0.037 -0.036 -0.042 -0.038 (0.049) (0.049) (0.049) (0.049) (0.049) (0.049) [-0.131,0.060] [-0.138,0.054] [-0.133,0.059] [-0.131,0.060] [-0.139,0.054] [-0.134, 0.058]

American Indian orAlaska Native _0.545*** _0.531*** G.S41*** _0.544*** 0.529*** 0.537*** (0.043) (0.043) (0.044) (0.044) (0.044) (0.044) [-0.629 , -0.461] [-0.615, -0.447] [-0.627, -0.455] [-0.630, -0.459] [-0.615 , -0.443] [-0.624, -0.450]

Asias or Pacific Islander 0.064 0.061 0.064 0.064 0.061 0.062 (0.033) (0.033) (0.033) (0.033) (0.033) (0.033) [-0.001,0.129] [-0.004,0.126] [-0.001,0.129] [-0.001,0.129] [-0.004, 0.126] [-0.003,0.128]

Hispanic or Latino 0.103* o.1o3* -o.iov’ 0.103* 0.1O3* _O.098* (0.047) (0.047) (0.047) (0.047) (0.047) (0.047) ]-0196,-0.010[ ]-0.196,-0.011] [-0.193-0.008] [-0.196,-0.009] [-0.196,-0.010[ [-0.191,-0.005]

Constant -0.158 -0.150 -0.158 -0.159 -0.151 -0.160 (0.179) (0.178) (0.179) (0.179) (0.179) (0.180) [-0.509,0.193] [-0.499,0.200] [-0.510,0.194] [-0.510,0.193] [-0.501,0.199] [-0.513,0.192]

Observations 1,650 1,650 1,650 1,650 1,650 1,650 Adjusted R-squared 0.078 0.078 0.078 0.078 0.077 0.077

- 171 - TABLEE3.3C: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSE Institution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Division I Students 0.085* (0.036) Incremental Effect of College Athletics for FBSStudents 0.021 (0.052)

Incremental Effect of College BB/FBAthletics for Division I Students 0.085 (0.053) Incremental Effect of College BB/FBAthletics for FBSStudents -0.025 (0.081) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, p<0.01, * p

- 172 - TABLEE3.3D:College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.067* 0.069** 0.087** (0.027) (0.026) (0.029) [0.015, 0.119) [0.018, 0.120] [0.031, 0.143]

College Varsity and High School BB/FBVarsity Athlete 0.068 0.075* 0.102* (0.037) (0.035) (0.040) [-0.004, 0.140] [0.006, 0.145) [0.024, 0.179]

College Varsity Athlete Non BB/FB 0.067* 0.063 0.074* (0.034) (0.034) (0.036) [0.000, 0.133] [-0.005, 0.130) [0.003 , 0.144]

College Varsity Athlete * Black 0.002 (0.101) [-0.196,0.199]

College Varsity Athlete * Income Below Poverty Line -0.041 (0.128) [-0.293 , 0.210]

College Varsity Athlete x Single-Parent Household -0.085 (0.064) [-0.211, 0.041]

College BB/FBVarsity Athlete x Black 0.009 (0.115) [-0.216, 0.235)

College BB/FBVarsity Athlete x Income Below Poverty Line -0.330 (0.254) [-0.827, 0.168]

College BB/FBVarsity Athlete * Single-Parent Household -0.123 (0.083) [-0.285, 0.039)

College Varsity Athlete Non BB/FBx Black -0.018 (0.168) [-0.348, 0.311]

College Varsity Athlete Non BB/FB* Income Below Poverty Line 0.051 (0.130) [-0.205 , 0.306]

College Varsity Athlete Non BB/FBa Single-Parent Household -0.038 (0.091> [-0.217, 0.141)

Single-Parent Household 0.012 0.012 0.029 0.012 0.011 0.029 (0.028) (0.028) (0.031> (0.028) (0.028) (0.031) [-0.043, 0.066] [-0.043 , 0.066] [-0.032 , 0.090) [-0.043 , 0.066) [-0.043 , 0.066] [-0.032, 0.090)

Family Income ($1OK) 0.002 0.002 0.002 0.002 0.002 0.002 (0.002) (0.002) (0.002> (0.002) (0.002) (0.002> [-0.002, 0.007] [-0.002 , 0.007] [-0.002 , 0.007) [-0.002, 0.007) [-0.002 , 0.007] [-0.002, 0.007)

Family Income Below Poverty Line 0.046 0.0S3 0.045 0.046 0.054 0.043 (0.058) (0.064> (0.058) (0.059) (0.064) (0.058) [-0.068, 0.159] [-0.073, 0.179] [-0.068, 0.158] [-0.069, 0.1611 [-0.072, 0.180) [-0.071, 0.157)

Number of Siblings 0.012 0.012 0.013 0.012 0.012 0.012 (0.008) (0.008) (0.008) (0.008) (0.008) (0.008) [-0.004, 0.029] [-0.004, 0.029] [-0.004, 0.029) [-0.004, 0.029) [-0.004, 0.029) [-0.004, 0.029)

- 173 - TABLEE3.3D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.017*** 0.017*** 0.017* 0.017*** 0.017*** 0.017*** (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [0.007, 0.0261 [0.007, 0.026] [0.007, 0.026] [0.007, 0.026] [0.007, 0.026] [0.007, 0.026]

Mother Education 0.014* 0.014* 0.014* 0.014* 0.014* 0.014* (0.006) (0.006) (0.006) (0.006) (0.006) (0.006) [0.003, 0.025] [0.003, 0.025] [0.003, 0.025] [0.003, 0.025] [0.003, 0.025] [0.003 , 0.025]

Urban Location -0.032 -0.032 -0.032 -0.032 -0.032 -0.032 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.078, 0.013] [.0.078, 0.013] [-0.077, 0.014] [-0.078, 0.013] [-0.077, 0.014] [-0.078, 0.014]

Cognitive Ability )Z-Score) 0.074*** 0.074*** 0.075*** 0.074*** O.075*** 0.075*** (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [0.042 , 0.106] [0.042, 0.1061 [0.043, 0.106] [0.042 , 0.1071 [0.043 , 0.1071 [0.043, 0.1071

Action Control: General Effort and Pernistence Scale 0.041* 0.041* QQ4Q* 0.041* 0.041* 0.040* (0.018) (0.018) (0.018) (0.018) (0.018) (0.018)

[0.005, 0.077] [0.005, 0.077] [0.005, 0.076] [0.005, 0.077] [0.005 , 0.077] [0.004, 0.075]

Control Expectation Scale -0.019 -0.019 -0.019 -0.019 -0.019 -0.018 (0.017) (0.017) (0.017) (0.017) (0.017) (0.017)

[-0.052 , 0.015] [-0.052, 0.0151 [-0.052 , 0.0151 [-0.052, 0.015] [-0.053, 0.014] [-0.052 , 0.015[

Instrumental Motivation - Utility Interest - Scale 0.018 0.018 0.019 0.018 0.018 0.019 (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [-0.011,0.0481 [-0.011, 0.048[ [-0.011, 0.048[ [-0.011, 0.048] [-0.011,0.048] [-0.011, 0.048[

Non-Cognitive Ability (EXTERNAL) 0.077 0.077 0.079 0.078 0.077 0.079 (0.041) (0.041) (0.041) (0.041) (0.041) (0.041) [-0.002, 0.1S7[ [-0.002, 0.157[ [-0.001, 0.159] [-0.002,0.158] [-0.003,0.157] [-0.001,0.159]

Black - not Hispanic -0.036 -0.036 -0.035 -0.036 -0.036 -0035 (0.058) (0.049) (0.049) (0.058) (0.049) (0.049) [-0.149, 0.0771 [-0.131, 0.0601 [-0.130, 0.0611 [-0.149,0.077] [-0.131,0.060] [-0.130,0.061]

American Indian or Alaska Native 0.545*** 0545*** Q559*** 0544*** 0543*** 0.555*** (0.043) (0.043) (0.045) (0.044) (0.044) (0.045) [-0.629 , -0.461] [-0.629, -0.4611 [-0.646, -0.472] [-0.630, -0.459[ [-0.628, -0.457] [-0.642 , -0.468]

Asian or Pacific Islander 0.064 0.065 0.065 0.064 0.062 0.066* (0.033) (0.033) (0.033) (0.033) (0.033) (0.033) [-0.001,0.129] [-0.000,0.130] [-0.000, 0.1301 [-0.001,0.129] [-0.003,0.127] [0.001, 0.131[

Hispanic or Latino 0.103* 0.103* 0.102* _0.103* 0.104* 0.103* (0.047) (0.047) (0.047) (0.047) (0.048) (0.047) [-0.196,-0.010] [-0.196,-0.010] [-0.195, -0.0091 [-0.196,-0.009] [-0.197,-0.011] [-0.195, -0.010[

Constant -0.158 -0.160 -0.171 -0.160 -0.155 -0.172 (0.179) (0.179) (0.180) (0.179) (0.179) (0.180) [-0.509,0.193] [-0.511, 0.1921 [-0.523,0.181] [-0.511,0.192] [-0.507, 0.197[ [-0.526,0.181]

Observations 1,650 1,650 1,650 1,650 1,650 1,650 Adjusted R-xquared 0.078 0.078 0.079 0.076 0.077 0.078

- 174 - TABLEE3.3D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Male; Conditional on Attending A Non-profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Blacks 0.069 (0.097) Incremental Effect of College Athletics for Income Below Poverty Line 0026 (0.126) Incremental Effect of College Athletics for Single-Parent Household 0.002 (0.058) Incremental Effect of College BB/FBAthletics for Blacks 0.078 (0.109) Incremental Effect of College BB/FBAthletics for Income Below Poverty Line -0.254 (0.251) Incremestal Effect of College BB/FBAthletics for Single-Parent Household -0.022 (0.073) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. ** * p

- 175 - TABLEE3.4A: College Graduation dent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Sex: Female; Conditional on Attending A Non-Profit 4-year PSE Institution by 2006 (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.032 (0.020) [-0.007, 0.072]

High School Sophomore BBVarsity Athlete 0.058 (0.031) [-0.002, 0.118]

High School Sophomore Non BBVarsity Athlete 0.026 (0.021) [-0.015, 0.0671

Single-Parent Household 0.056* O.O54* 0.054* (0.023) (0.023) (0.023) [-0.100, -0.011] [-0.098, -0.0101 [-0.098, -0.009]

Family Income ($1OK) 0.006** 0.006** 0.006** (0.002) (0.002) (0.002) [0.002, 0.010] [0.002, 0.010] [0.002 , 0.010]

Family Income Below Poverty Line -0.002 0.002 0.004 (0.043) (0.043) (0.043) [-0.085 , 0.082] [-0.082, 0.085] [-0.080, 0.088]

Number of Siblings 0.021** 0.021** 0.021** (0.007) (0.007) (0.007) [-0.035 , -0.007] [-0.035, -0.007] [-0.035 , -0.007]

Father Education 0.007 0.006 0.007 (0,004) (0.004) (0.004) [-0.001, 0.014] [-0.001, 0.014] [-0.001, 0.014]

Mother Education 0.006 0.006 0.006 (0.005) (0.005) (0.005) [-0.003, 0.015] [-0.003, 0.015] [-0.003, 0.015]

Urban Location 0.036 0.037 0.038 (0.020) (0.020) (0.020) [-0.003 , 0.074] [-0.002, 0.075] [-0.000, 0.077]

Cognitive Ability (Z-Score) 0.112*** 0.113*** 0.114*** (0.014) (0.014) (0.014) [0.085, 0.140] [0.085, 0.140] [0.086, 0.141]

- 176 - TABLEE3.4A: College Graduation dent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Sex: Female; Conditional on Attending A Non-Profit 4-year PSE Institution by 2006 (1) (2) (3) VARIABLES

Action Control: General Effort and Persistence Scale 0.034* 0.035* 0.035* (0.015) (0.015) (0.015) [0.004, 0.064] [0.005, 0.065] [0.005, 0.065]

Control Expectation Scale 0.004 0.003 0.003 (0.016) (0.016) (0.016) [-0.026, 0.035] [-0.028, 0.034] [-0.028, 0.033]

Instrumental Motivation - Utility Interest - Scale 0.001 0.001 0.001 (0.011) (0.011) (0.011) [-0.021, 0.023] [-0.022, 0.023] [-0.022, 0.0231

Non-Cognitive Ability (EXTERNAL) 0.089* 0.089* 0.089* (0.044) (0.044) (0.044) [0.002, 0.176] [0.003, 0.176] [0.002, 0.176]

Black - not Hispanic -0.047 -0.043 -0.044 (0.039) (0.040) (0.039) [-0.124, 0.0301 [-0.120, 0.035] [-0.121, 0.034]

American Indian or Alaska Native -0.048 -0.048 -0.053 (0.130) (0.130) (0.131) [-0.302, 0.206] [-0.303, 0.208] [-0.309, 0.203]

Asian or Pacific Islander 0.024 0.029 0.031 (0.033) (0.033) (0.033) [-0.040, 0.088] [-0.036, 0.094] [-0.034, 0.095]

Hispanic or Latino 0.040 0.044 0.044 (0.036) (0.036) (0.036) [-0.031 , 0.110] [-0.027, 0.114] [-0.026, 0.115]

Constant 0.105 0.086 0.086 (0.187) (0.186) (0.187) [-0.260, 0.471] [-0.279, 0.452] [-0.280, 0.452]

Observations 2,190 2,190 2,190 Adjusted R-squared 0.105 0.106 0.106 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p

- 177 - TABLEE3.4B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.046* 0.038 0.040 (0.021) (0.021) (0.023) [0.005, 0.087] [-0.003 , 0.078) [-0.005, 0.086)

HSSophomore Athlete * Black 0.146* (0.072) [-0.287, -0.005]

HSSophomore Athlete x Income Below Poverty Line -0.066 (0.078) [-0.218, 0.086)

HSSophomore Athlete x Single-Parent Household -0.026 (0.044) [-0.113, 0.061]

High School Sophomore BBVarsity Athlete 0.053 0.058 0.065 (0.032) (0.031) (0.035) [-0.010, 0.116] [-0.004, 0.119] [-0.005 , 0.134)

High School Sophomore Non SBVarsity Athlete 0.046* 0.032 0.034 (0.022) (0.022) (0.024) [0.003, 0.088] [-0.010, 0.075] [-0.013, 0.081)

HSSophomore BBAthlete x Black 0.090 (0.103) [-0.113,0.292)

HSNon SBVarsity Athlete a Black 0.241** (0.077) [-0.392 , -0.090]

HSSophomore BBAthlete x Income Below Poverty Line 0.065 (0.162) [-0.251 , 0.383)

HSNon BBVarsity Athlete x Income Below Poverty Line -0.089 (0.080) [-0.246, 0.068]

HSSophomore BBAthlete a Single-Parent Household -0.022 (0.069) [-0.158, 0.115)

HSNon BBVarsity Athlete a Single-Parent Household -0.028 (0.046) [-0.118,0.063]

Single-Parent Household 0.054* 0.054* -0.038 0.0S2* 0.054* -0.037 (0.023) (0.023) (0.037) (0.023) (0.023) (0.037) [-0.098,-0.010) [-0.098,-0.010) [-0.110,0.034] )-0.096,-0.008[ [-0.099-0.040] [-0.109,0.035)

Family Income (sicK) 0.006” 0.006** 0.006** 0.006” 0.006” 0.006” (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.002 , 0.010) [0.002, 0.010) [0.002 , 0.010] [0.002, 0.010] [0.002 , 0.010] [0.002, 0.010)

Family Income Below Poverty Line -0.001 0.031 0.001 0.006 0.032 0.003 (0.043) (0.056) (0.043> (0.043) (0.056) (0.043) [-0.085,0.083] [-0.078,0.140) [-0.083,0.085] [-0.078,0.089) [-0.077,0.141] [-0.081,0.087)

Number of Siblings -0.021” -0.021” 0.021** -0.023” -0.022” -0.021” (0.007) (0.007) (0.007) (0.007) (0.007> (0.007) [-0.035, -0.007) [-0.035, -0.007) [-0.035 , -0.007) [-0.037, -0.009] [-0.036, -0.008] [-0.035 , -0.007)

- 178 - TABLEE3.4B:College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.007 0.006 0.007 0.006 0.006 0.007 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.001 , 0.014] [-0.001 , 0.014] [-0.001, 0.014] [-0.001, 0.014] [-0.001 , 0.014] [-0.001, 0.015]

Mother Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.003, 0.015] [-0.003 , 0.015] [-0.003, 0.015] [-0.003, 0.015] [-0.003, 0.015] [-0.003 , 0.015]

Urban Location 0.038 0.037 0.037 0.042* 0.039* 0.038 (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [-0.001, 0.076] [-0.001, 0.076] [-0.002, 0.075] [0.003 , 0.080] [0.000, 0.077] [-0.000, 0.077]

Cognitive Ability )Z-Score) 0.114*** 0.113*** 0.113*** 0.115 0.114*** 0.114*** (0.014) (0.014) (0.014) (0.014) (0.014) (0.014) [0.086, 0.141] [0.085, 0.140] [0.085 , 0.141] [0.087, 0.142] [0.086, 0.141] [0.086, 0.142]

Action Control: General tffort and Persistence Scale 0.034* 0.035* 0.035 0.036* 0.035* 0.035* (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [0.004, 0.064] [0.005, 0.065] [0.005 , 0.065] [0.006, 0.066] [0.005, 0.065] [0.005, 0.065]

Control Expectation Scale 0.003 0.003 0.003 0.002 0.002 0.003 (0.016) (0.016) (0.016) (0.015) (0.016) (0.016) [-0.027, 0.034] [-0.028, 0.033[ [-0.028, 0.034] [-0.028, 0.033] [-0.028, 0.033[ [-0.028, 0.033]

Instrumental Motivation - Utility Interest - Scale -0.000 0.001 0.001 -0.001 0.000 0.001 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011)

[-0.023 , 0.022] [-0.022, 0.023] [-0.022, 0.023] [-0.023 , 0.021] [-0.022 , 0.0231 [-0.022, 0.023]

Non-Cognitive Ability (EXTERNAL) 0.085 0.089* 0.089* 0.079 0.083 0.089* (0.045) (0.044) (0.044) (0.046) (0.044) (0.044) [-0.003, 0.174] [0.002 , 0.176] [0.003, 0.176] [-0.011 , 0.170] [0.002, 0.175] [0.002, 0.176]

Black - not Hispanic 0.035 -0.043 -0.043 0.034 -0.042 -0.044 (0.053) (0.040) (0.040) (0.053) (0.039) (0.039) [-0.069, 0.138] [-0.121 , 0.035) [-0.120, 0.035] [-0.070, 0.137] [-0.120 , 0.035] [-0.121, 0.034)

American Indian or Alaska Native -0.046 -0.045 -0.047 -0.050 -0.056 -0.052 (0.131) (0.130) (0.130) (0.131) (0.128) (0.130) [-0.303,0.210] [-0.299,0.210] [-0.301 ,0.207] [-0.307,0.208] [-0.307,0.194] [-0.307,0.203]

Asian or Pacific Islander 0.032 0.029 0.029 0.031 0.032 0.031 (0.033) (0.033) (0.033) (0.033) (0.033) (0.033) [-0.033, 0.097] [-0.036, 0.094] [-0.035 , 0.094] [-0.034, 0.096] [-0.033 , 0.096] [-0.034, 0.096]

Hispanic or Latino 0.046 0.043 0.044 0.045 0.045 0.045 (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [-0.025,0.117] [-0.028,0.113] [-0.027,0.1151 [-0.026,0.116] [-0.026,0.116] [-0.026, 0.11S[

Constant 0.093 0.082 0.080 0.121 0.086 0.080 (0.190) (0.186) (0.186) (0.193) (0.186) (0.187) [-0.279, 0.464] [-0.283, 0.448[ [-0.285, 0.445] [-0.258, 0.500] [-0.279, 0.452] [-0.286, 0.446[

Observations 2,190 2,190 2,190 2,190 2,190 2,190 Adjusted R-squared 0.107 0.106 0.106 0.112 0.106 0.105

- 179 - TABLEE3.4B: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.100 (0.069) Incremental Effect of HSAthletics for Income Below Poverty Line -0.028 (0.075) Incremental Effect of HSAthletics for Single-Parent Household 0.014 (0.038) Incremental Effect of HSBBAthletics for Blacks 0.143 (0.098) Incremental Effect of HS BBAthletics for Income Below Poverty Line 0.124 (0.159) Incremental Effect of H5 BBAthletics for Single-Parent Household 0.043 (0.060) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, p<0.O1, * p.cO.O5 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 180 - TABLEE3.4C:College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.019 0.038 0.028 (0.027) (0.037) (0.031) [-0.033, 0.071] [-0.034, 0.110] [-0.033, 0.090]

College Varsity and High School BEVarsity Athlete -0.008 0.021 0.007 (0.053) (0.059) (0.055) [-0.111, 0.095] [-0.096, 0.137] [-0.101 0.115]

College Varsity Athlete Non BB 0.030 0.049 0.038 (0.029) (0.043) (0.036) [-0.028, 0.087] [-0.036 , 0.134] [-0.033 , 0.109]

College Varsity Athlete x Division 1 -0.032 (0.053) [-0.135 , 0.071]

College Varsity Athlete x FBS -0.016 (0.057) [-0.128, 0.096]

College BBVarsity Athletes Division 1 -0.058 (0.122) [-0.298, 0.182]

College BBVarsity Athlete x FBS -0.045 (0.163) [-0.364, 0.274]

College Varsity Athlete Non BBx Division 1 -0.034 (0.058) [-0.148, 0.080]

College Varsity Athlete Non BBs FBS -0.014 (0.058) [-0.128,0.100]

NCAADivision I 0.050w 0.050 (0.021) (0.021) [0.010, 0.09 1] [0.010, 0.091]

NCAAFBS 0.054” 0.0555* (0.021) (0.021) [0.013, 0.095] [0.014, 0.096]

Single-Parent Household 0.055 0.056* 0055w 0.055* 0.056* 0.055 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.100-0.011] ]-0.100,-0.012] [-0.099, -0.011] [-0.100, -0.011] [-0.100,-0.012] [-0.099,-0.011]

Family Income )$1OK) 0.006” 0.005” 0.006” 0.005” 0.005” 0.006” (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.002, 0.010] [0.001 , 0.009] [0.002, 0.010] [0.002, 0.010] [0.001, 0.009] [0.002, 0.010]

Family Income Below Poverty Line -0.001 -0.004 -0.004 -0.002 -0.005 -0.005 (0.043) (0.042) (0.042) (0.043) (0.043) (0.042) [-0.085 , 0.082] [-0.088, 0.079] [-0.087, 0.079] [-0.085, 0.082] [-0.088, 0.078] [-0.088, 0.078]

Number of Siblings -0.021” -0.021” 0.0225* 0.021** -0.021” 0.022** (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [-0.035, -0.007] [-0.035 , -0.007] [-0.036, -0.008] [-0.035, -0.007] [-0.035, -0.007] [-0.036, -0.008]

Father Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.002, 0.014] [-0.002 , 0.014] [-0.002, 0.014] [-0.002 , 0.014] [-0.002, 0.014] [-0.002, 0.014]

- 181 - TABLEE3.4C:College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Mother Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) [-0.003, 0.015] [-0.003 • 0.015] [-0.003, 0.015] [-0.003, 0.015] [-0.003, 0.015] 1-0.003, 0.015]

Urban Location 0.036 0.031 0.030 0.035 0.030 0.030 (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [-0.003, 0.074] [-0.008, 0.069] [-0.009 , 0.069] [-0.003 , 0.074] [-0.005, 0.069) [-0.009 , 0.068]

Cognitive Ability )Z-Score) 0.113*** 0.108 o.108*x* 0.112*** 0.108*** 0.108 (0.014) (0.014) (0.014) (0.014> (0.014) (0.014) [0.085 , 0.140) [0.080, 0.136] [0.080, 0.136] [0.085, 0.140] [0.080, 0.136] [0.080, 0.136]

Action Control: General Effort and Persistence Scale 0.034* 0.035* 0.035* 0.034* 0.035* 0.035w (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [0.004, 0.064] [0.005, 0.065] [0.005, 0.065[ [0.004, 0.064] [0.005, 0.065] [0.005, 0.065]

Control Expectation Scale 0.004 0.003 0.003 0.004 0.003 0.003 (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [-0.026, 0.035] [-0.027, 0.034] [-0.028, 0.034] [-0.026, 0.035] [-0.027, 0.034] [-0.028, 0.034]

Instrumental Motivation - Utility Interest - Scale 0.001 -0.000 -0.000 0.001 -0.000 -0.000 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.021,0.024] [-0.022,0.022] [-0.022,0.022] [-0.021,0.023] [-0.022,0.022] [-0.023,0.022)

Non-Cognitive Ability (EXTERNAL) 0.088* 0.084 0.086* 0.085* 0.054 0.086* (0.044) (0.044) (0.044) (0.044) (0.044) (0.044) [0.001, 0.175] [-0.002, 0.170] [0.001, 0.172] [0.001, 0.175] [-0.002, 0.170[ [0.001, 0.172]

Black - not Hispanic -0.047 -0.054 -0.047 -0.047 -0.052 -0.046 (0.039) (0.039) (0.039) (0.039) (0.039) (0.039) [-0.124, 0.029] [-0.131 , 0.023] [-0.124, 0.030] [-0.124, 0.030] [-0.130, 0.025] [-0.123, 0.031]

American Indian or Alaska Native -0.050 -0.04S -0.044 -0.050 -0.046 -0.044 (0.130) (0.129) (0.128) (0.130) (0.129) (0.128) [-0.306, 0.205] [-0.299, 0.208] [-0.296, 0.208] [-0.304, 0.205] [-0.299, 0.208] [-0.295, 0.207]

Asian or Pacific Islander 0.025 0.022 0.022 0.025 0.022 0.022 (0.033) (0.033) (0.033) (0.033) (0.033) (0.033) [-0.039 , 0.090] [-0.043 , 0.086] [-0.042 , 0.087] [-0.039 , 0.089] [-0.043, 0.086] [-0.042, 0.087]

Hispanic or Latino 0.041 0.043 0.040 0.04(1 0.043 0.040 (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [-0.030,0.111] [-0.028,0.114] [-0.030,0.111] [-0.031,0.111] [-0.028,0.113] [-0.031,0.111]

Constant 0.109 0.109 0.108 0.110 0.109 0.109 (0.187) (0.184) (0.183) (0.187) (0.184) (0.184) [-0.258, 0.476[ [-0.252, 0.470[ [-0.252 , 0.468[ [-0.257, 0.477] [-0.252 , 0.471] [-0.252 , 0.469]

Observations 2,190 2,190 2,190 2,190 2,190 2,190 Adjusted R-squared 0.105 0.107 0.107 0.10S 0.106 0.106

- 182 - TABLEE3.4C: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSE Institution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Division I Students 0.006 (0.038) Incremental Effect of College Athletics for FBSStudents 0.012 (0.049)

Incremental Effect of College BBAthletics for Division I Students -0.037 (0.107) Incremental Effect of College BBAthletics for FBSStudents -0.038 (0.154) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, * p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Source: ELS.

- 183 - TABLEE3.4D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIAP’

College Varsity Athlete 0.017 0.023 0.015 (0.027) (0.027) (0.030) [-0.037, 0.070) [-0.031 , 0.076] [-0.044, 0.073]

College Varsity and HighSchool BBVarsity Athlete -0.053 0.004 0.024 (0.056) (0.053) (0.061) [-0.163, 0.057) [-0.100,0.109] [-0.096 0.145)

College Varsity Athlete Non BB 0.043 0.030 0.011 (0.029) (0.030) (0.032) [-0.015 , 0.101) [-0.028, 0.088) [-0.052, 0.074]

College Varsity Athlete * Black 0.025 (0.106) [-0.184, 0.233)

College Varsity Athlete * Income Below Poverty Line -0.119 (0.155) [-0.423 , 0.185)

College Varsity Athlete * Single-Parent Household 0.017 (0.065) [-0.110,0.144]

College BBVarsity Athlete * Black 0.310 (0.132) [0.052 , 0.569]

College BBVarsity Athlete * Income Below Poverty Line 0.472*** (0.082) [-0.632 , -0.312)

College BBVarsity Athlete x Single-Parent Household -0.119 (0.115) [-0.345, 0.107)

College Varsity Athlete Non BBs Black -0.172 (0.139)

[-0.445 , 0.101]

College Varsity Athlete Non BB* Income Below Poverty Line -0.002 (0.177) [-0.348, 0.344]

College VarsityAthlete Non BBx Single-Parent Household 0.084 (0.074)

[-0.061 , 0.229]

Single-Parent Household 0.055 -0.056 0057* 0.055* 0.054* 0.057* (0.023) (0.023) (0.024) (0.023) (0.023) (0.024) [-0.100 ,-0.011] [-0.100,-0.012[ [-0.104, -0.010) [-0.099,-0.011[ [-0.099,-0.010j [-0.104, -0.010)

Family Income ($1OK) 0.006** 0.006** 0.006*5 0.006 0.0065* 0.006 (0.002) (0.002) (0.002) (0.002) (0.002) (0.002) [0.002, 0.010] [0.002, 0.010] [0.002 , 0.010] [0.002, 0.010) [0.002 , 0.010] [0.002, 0.010]

Family Income Below Poverty Line -0.001 0.005 -0.001 0.002 0.005 0,001 (0.043) (0.044) (0.043) (0.043) (0.044) (0.043) [-0.084,0.083) [-0.080,0.091] [-0.084, 0.083) [-0.082, 0.085) [-0.081, 0.090) [-0.092, 0.085)

Number of Siblings 0.021** .0,021*5 0.021** •0.021 4021 .00215* (0.007) (0.007) (0.007) (0.007) (0.007) (0.007) [-0.035 , -0.007] [-0.035 , -0.007) [-0.035 , -0.007] [-0.035, -0.007) [-0.035, -0.007] [-0.035, -0.007]

- 184 - TABLEE3.4D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004)

[-0002, 0.014] [-0.002, 0.0141 [-0.002 0.014] [-0.002 , 0.014] [-0.002 , 0.0141 [-0.002, 0.0141

Mother Education 0.006 0.006 0.006 0.006 0.006 0.006 (0.005) (0.005) (0.005) (0.005) (0.005) (0.005) 1-0.003, 0.015] 1-0.003, 0.016) [-0.003 , 0.0151 [-0.003, 0.016) 1-0.003, 0.016] 1-0.003 , 0.015)

Urban Location 0.036 0.036 0.036 0.037 0.036 0.036 (0.020) (0.020) (0.020) (0.020) (0.020) (0.020) [-0.003 , 0.074] [-0.002 , 0.075] [-0.003 , 0.074] [-0.001 , 0.076] [-0.003 , 0.074] [-0.003, 0.074]

Cognitive Ability (Z-Score( 0.113*** 0.113*** 0.113*** 0.113*** 0.112*** 0.113*** (0.014) (0.014) (0.014) (0.014) (0.014) (0.014) 10.085, 0.140] [0.085,0.141] [0.085 , 0.140) [0.085, 0.140] [0.085 , 0.140) [0.085 , 0.140)

Action Control: General Effort and Persistence Scale 0.034’ 0.034* 0.034 0.035* 0.034’ 0.034’ (0.015) (0.015) (0.015) (0.015) (0.015) (0.015) [0.004, 0.064] [0.004, 0.064] [0.004,0.064] [0.005 , 0.064] [0.004, 0.064) [0.004, 0.064)

Control Expectation Scale 0.004 0.004 0.004 0.004 0.004 0.004 (0.016) (0.016) (0.016) (0.016) (0.016) (0.016) [-0.026 , 0.035) [-0.027, 0.035) [-0.026, 0.035) [-0.026, 0.035] [-0.027, 0.034] [-0.027, 0.035)

Instrumental Motivation - Utility Interest - Scale 0.001 0.002 0.001 0.001 0.001 0.002 (0.011) (0.011) (0.011) (0.011) (0.011) (0.011) [-0.021,0.024] [-0.021,0.024] [-0.021,0.024] [-0.021,0.023] [-0.021,0.024] [-0.021,0.024]

Non-Cognitive Ability (EXTERNAL) 0.088* 0.088* 0.088’ 0.084 0.088’ 0.092* (0.044) (0.044) (0.044) (0.044) (0.045) (0.045) [0.001, 0.175] [0.001 , 0.176] [0.001, 0.176] [-0.003 , 0.170] [0.001 , 0.175] [0.004, 0.179]

Black - not Hispanic -0.051 -0.047 -0.047 0.054 0.049 0.047 (0.042) (0.039) (0.039) (0.042) (0.039) (0.039) [-0.133,0.031] [-0.124, 0.030] [-0.124, 0.029) [-0.135,0.028] [-0.126,0.028] [-0.125,0.030)

American Indian or Alaska Native -0.050 -0.052 -0.051 -0.052 -0.033 -0.046 (0.130) (0.130) (0.131) (0.129) (0.130) (0.130) [-0.305, 0.205) [-0.308, 0.203) [-0.308, 0.205] [-0.305, 0.202) [-0.308, 0.202] [-0.301, 0.208]

Asian or Pacific Islander 0.025 0.025 0.025 0.024 0.024 0.024 (0.033) (0.033) (0.033) (0.033) (0.033) (0.033)

[-0.039 , 0.090] [-0.039 , 0.089] [-0.039 , 0.090) [-0.040, 0.088] [-0.040, 0.088] [-0.040, 0.089]

Hispanic or Latino 0.040 0.040 0.041 0.037 0.039 0.039 (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [-0.030,0.111] [-0.031,0.111) [-0.030,0.111] [-0.034,0.108) [-0.032, 0.110[ [-0.031,0.110]

Constant 0.110 0.107 0.108 0.135 0.105 0.099 (0.187) (0.187) (0.187) (0.186) (0.187) (0.188) [-0.257, 0.477] [-0.260, 0.474) [-0.259 , 0.476] [-0.230 , 0.499) [-0.262 , 0.473] [-0.271, 0.468)

Observations 2,190 2,190 2,190 2,190 2,190 2,190 Adjusted R-squared 0.105 0.105 0.105 0.107 0.105 0.105

- 185 - TABLEE3.4D: College Graduation Dependent Variable: Post-Secondary Education Attained - Bachelor Degree or Higher - by 2012; Linear Probability Model Sex: Female; Conditional on Attending A Non-Profit 4-year PSEInstitution by 2006 (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Blacks 0.041 (0.103) Incremental Effect of College Athletics for Income Below Poverty Line -0.097 (0.153) Incremental Effect of College Athletics for Single-Parent Household 0.032 (0.058) Incremental Effect of College BBAthletics for Blacks O.257 (0.119) Incremental Effect of College BBAthletics for Income Below Poverty Line (0.062) Incremental Effect of College SB Athletics for Single-Parent Household -0.094 (0.098) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, p

- 186 - TABLEE4.1A: Log Annual Wage Dependent Variable: Log Annual Income in 2011 Sex: Male (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.113** (0.036) 10.042, 0.184]

High School Sophomore BB/FBVarsity Athlete 0.109”” (0.041) [0.028, 0.190]

High School Sophomore Non BB/FBVarsity Athlete 0.118** (0.043) [0.034, 0.2011

Single-Parent Household -0.009 -0.008 -0.007 (0.043) (0.043) (0.043) [-0.095, 0.076] [-0.093, 0.077] [-0.093, 0.078]

Family Income ($1OK) 0.006 0.005 0.005 (0.004) (0.004) (0.004)

[-0.002, 0.014] [-0.003 , 0.0131 [-0.003, 0.0131

Family Income Below Poverty Line -0.101 -0.103 -0.103 (0.091) (0.091) (0.091) [-0.278, 0.0771 [-0.281, 0.074] [-0.281, 0.074]

Number of Siblings 0.006 0.006 0.006 (0.014) (0.014) (0.014) [-0.022, 0.034] [-0.023, 0.034] [-0.023, 0.034]

Father Education 0.011 0.010 0.010 (0.009) (0.009) (0.009) [-0.006, 0.029] [-0.008, 0.0281 [-0.008, 0.028]

Mother Education -0.003 -0.004 -0.004 (0.013) (0.013) (0.013) [-0.029, 0.022] [-0.029, 0.021] [-0.030, 0.021]

Urban Location -0.013 -0.013 -0.014 (0.038) (0.038) (0.038) [-0.087, 0.062] [-0.088, 0.061] [-0.088, 0.061]

Cognitive Ability (Z-Score) QQ73** 0.073** 0.072** (0.024) (0.024) (0.024) [0.026 , 0.119] [0.026, 0.119] [0.026, 0.119]

Action Control: General Effort and Persistence Scale 0.020 0.022 0.022 (0.032) (0.031) (0.031) [-0.042, 0.081] [-0.040, 0.084] [-0.040, 0.084]

- 187 - TABLEE4.1A: Log Annual Wage Dependent Variable: Log Annual Income in 2011 Sex: Male (1) (2) (3) VARIABLES

Control Expectation Scale 0.001 -0.000 -0.000 (0.025) (0.025) (0,025) [-0.048, 0.050] [-0.050, 0.049] [-0.050, 0.049]

Instrumental Motivation - Utility Interest - Scale 0.047 0.039 0.039 (0.026) (0.026) (0.026) [-0.003, 0.097] [-0.011, 0.089] [-0.011, 0.089]

Non-Cognitive Ability (EXTERNAL) 0.111* 0.108* 0.108* (0.050) (0.049) (0.049) [0.013, 0.208] [0.011, 0.205] [0.011 , 0.205]

Black - not Hispanic -0.155 -0.153 -0.152 (0.088) (0.088) (0.088) [-0.327, 0.017] [-0.326, 0.019] [-0.325 , 0.020]

American Indian or Alaska Native 0.029 0.014 0.016 (0.251) (0.252) (0.251) [-0.462, 0.521] [-0.479, 0.508] [-0.477, 0.509]

Asian or Pacific Islander 0.101 0.113 0.112 (0.062) (0.062) (0.062) [-0.020, 0.222] [-0.009, 0.235] [-0.010, 0.234]

Hispanic or Latino -0.041 -0.034 -0.035 (0.060) (0.060) (0.060) [-0.159, 0.077] [-0.153, 0.084] [-0.153 , 0.084]

Full Time Worker 0.744*** Q739*** 0.739*** (0.048) (0.048) (0.048) [0.650, 0.838] [0.645, 0.833] [0.645, 0.833]

Student in 2011 0.284*** 0.282*** 0.282*** (0.037) (0.037) (0.037) [-0.357, -0.211] [-0.355, -0.210] [-0.355 , -0.209] Constant 9.098*** 9.075*** 9077*** (0.221) (0.218) (0.219) [8.665, 9.531] [8.647, 9.502] [8.648, 9.506]

Observations 2,560 2,560 2,560 Adjusted R-squared 0.178 0.181 0.181 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.Ol, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Respondents without a wage are excluded. Source: ELS.

- 188 - TABLEE4.1B LogAnnual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.124* 0.116” 0.098* (0.036) (0.036) (0.043) [0.053, 0.195) [0.046, 0.187] [0.014, 0.182]

HSSophomore Athlete a Black -0.129 (0.172) [-0.465 , 0.207]

HSSophomore Athlete a Income Below Poverty Line -0.038 (0.177) [-0.384, 0.308]

HSSophomore Athlete x Single-Parent Household 0.046 (0.076) [-0.103, 0.195]

High School Sophomore BB/FBVarsity Athlete 0.121” 0.114” 0.105 (0.041) (0.041) (0.050) [0.041, 0.202] [0.034, 0.194] [0.008, 0.202]

High School Sophomore Non BE/PBVarsity Athlete 0.127” 0.120” 0.092 (0.043) (0.043) (0.050)

[0.043 , 0.211] [0.035, 0.205] [-0.006, 0.189)

HSSophomore BB/FBAthlete a Black -0.126 (0.190)

[-0.499 , 0.247]

HSNon 98/PB Varsity Athlete x Black -0.133 (0.258) [-0.639, 0.374]

HSSophomore BB/FBAthlete a Income Below Poverty Line -0.049 (0.211) [-0.463, 0.365]

HSNon BB/FBVarsity Athlete a Income Below Poverty Line -0.012 (0.209) [-0.422, 0.398]

HSSophomore BB/FBAthlete x Single-Parent Household 0.011 (0.088) [-0.161, 0.183)

HSNon BB/FBVarsity Athlete a Single-Parent Household 0.095 (0.092)

[-0.085 , 0.274)

Single-Parent Household -0.008 -0.008 -0.035 -0.007 -0.008 -0.035 (0.043) (0.043) (0.062) (0.043) (0.043) (0.062) [-0.093, 0.077) [-0.093, 0.077] [-0.157, 0.088) [-0.092, 0.077) [-0.092, 0.077] [-0.158, 0.087)

Family Income ($10K) 0.005 0.005 0.005 0.005 0.005 0.005 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.003 , 0.013] [-0.003 , 0.013] [-0.003 , 0.013] [-0.003, 0.013] [-0.003, 0.013] [-0.003, 0.013]

Family Income Below Poverty Line -0.106 -0.084 -0.102 -0.106 -0.084 -0.101 (0.091) (0.115) (0.091) (0.092) (0.115) (0.091) [-0.285, 0.073) [-0.309, 0.142) [-0.279, 0.076[ [-0.286, 0.074] [-0.310, 0.142) [.0.278, 0.077]

Number of Siblings 0.006 0.006 0.005 0.006 0.006 0.005 (0.014) (0.014) (0.014) (0.014) (0.014) (0.014) [-0.023, 0.034] [-0.023, 0.034] [-0.023, 0.034] [-0.022, 0.034] [-0.022, 0.034] [-0.023, 0.034[

- 189 - TABLEE4.1B: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.010 0.010 0.010 0.010 0.010 0.010 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.008, 0.0281 [-0008, 0.028] [-0.008 0.028] [-0.008, 0.0281 [-0.008, 0.028] [-0.007, 0.028]

Mother Education -0.004 -0.004 -0.004 -0.004 -0.004 -0.004 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.029,0.021) 1-0.030,0.022] [-0.029,0.021] [-0.029,0.021) [-0.030,0.022] [-0.030,0.021]

Urban Location -0.015 -0.014 -0.013 -0.015 -0.014 -0.014 (0.038) (0.038) (0.038) (0.038) (0.038) (0.038) [-0.089 , 0.059] (-0.088, 0.060] [-0.088, 0.061] [-0.089, 0.059] [-0.089 , 0.060] [-0.088, 0.061]

Cognitive Ability (Z-Score) 0072** 0.073** 0.073** 0.072 O.072** 0.072** (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) [0.026, 0.118] [0.026, 0.119] [0.026, 0.119] [0.025, 0.119] [0.026, 0.119] [0.026, 0.118]

Action Control: General Effort and Persistence Scale 0.023 0.022 0.022 0.023 0.022 0.023 (0.032) (0.032) (0.031) (0.032) (0.031) (0.031) [-0.039, 0.084] [-0.040, 0.084] [-0.039 ,0.084] [-0.039 , 0.0851 [-0.040, 0.084] [-0.039, 0.084]

Control Espectation Scale -0.000 -0.000 -0.001 -0.000 -0.000 0.000 (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [-0.050, 0.049] [-0.050, 0.049] [-0.050, 0.048] [-0.050 , 0.0491 [-0.050, 0.0491 [-0.049 , 0.049]

Instrumental Motivation - Utility Interest - Scale 0.038 0.039 0.039 0.038 0.039 0.039 (0.026) (0.026) (0.026) (0.026) (0.026) (0.026) [-0.012,0.089] [-0.011,0.090] (-0.011,0.090] [-0.012,0.089] [-0.011,0.090] [-0.011,0.089]

Non-Cognitive Ability (EXTERNAL) 0.108* 0.108 0.107* 0.108* 0.107* 0.107* (0.049) (0.049) (0.050) (0.050) (0.048) (0.049) [0.011 , 0.205] [0.012 , 0.203] [0.010, 0.204] [0.011, 0.2051 [0.013 , 0.201] [0.010, 0.204]

Black - ot Hispanic -0.076 -0.153 -0.154 -0.076 -0.152 -0.152 (0.118) (0.088) (0.088) (0.118) (0.088) (0.088) [-0.307,0.155] (-0.325,0.019] [-0.327,0.018] [-0.307,0.1551 [-0.324,0.019] [-0.325,0.021]

American Indian orAlaska Native 0.012 0.014 0.010 0.013 0.015 0.020 (0.252) (0.252) (0.252) (0.252) (0.252) (0.253) [-0.482, 0.506] [-0.480, 0.508] [-0.484, 0.503] [-0.481 , 0.507] [-0.479, 0.508] [-0.477, 0.517]

Asian or Pacific Islander 0.114 0.112 0.113 0.114 0.111 0.114 (0.062) (0.062) (0.062) (0.062) (0.063) (0.062) [-0.007, 0.236) [-0.010, 0.234] [-0.009, 0.235] [-0.008, 0.236] [-0.012, 0.234] [-0.009, 0.236]

Hispanic or Latino -0.033 -0.034 -0.036 -0.033 -0.034 -0.037 (0.060) (0.060) (0.060) (0.060) (0.060) (0.060) [-0.152,0.085[ [-0.152,0.085] [-0.154,0.082] [-0.152,0.085] [-0.153,0.084] [-0.155,0.081[

FullTime Worker 0.738*** 0.739*** 0.739*** 0.738*** 0.738*** 0.738*** (0.048) (0.048) (0.048) (0.048) (0.048) (0.048) [0.644, 0.832[ [0.644, 0.833] [0.645 , 0.833[ [0.644, 0.8331 [0.644, 0.833[ [0.644, 0.832]

Student in 2011 0.282*** 0.282*** 0.282*** 0.282*** 4.282*** 0.282*** (0.037) (0.037) (0.037) (0.037) (0.037) (0.037) [-0.355 , -0.209] [-0.355 , -0.209] [-0.3S5 , -0.209] [-0.355 , -0.209] [-0.355 , -0.209] [-0.355 , -0.209]

Constant 9.070*** 9.076*** 9.085*** 9.072*** 9.079**u 9.088*** (0.219) (0.218) (0.219) (0.220) (0.218) (0.220) [8.641, 9.499] [8.849, 9.503] [8.655, 9.515] [8.841 , 9.502] [8.652, 9.507] [8.657, 9.519]

Observations 2,560 2,560 2,560 2,560 2,560 2,560 Adjusted R-squared 0.181 0.181 0.181 0.181 0.180 0.181

- 190 - TABLEE4.1B: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks -0.005 (0.168) Incremental Effect of HSAthletics for Income Below Poverty Line 0.078 (0.172) Incremental Effect of HSAthletics for Single-Parent Hossehold 0.144* (0.064) Incremental Effect of HSBB/FBAthletics for Blacks -0.005 (0.185) Incremental Effect of HSBE/FEAthletics for Income Below Poverty Line 0.064 (0.206) Incremental Effect of HSBB/FBAthletics for Single-Parent Hossehold 0.116 (0.073) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p

- 191 - TABLEE4.1C: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.113* 0.107 0.128 (0.051) (0.072) (0.058) [0.013 , 0.213] [-0.034, 0.249) [0.013 , 0.242)

College Varsity and High School BB/FBVarsity Athlete 0.121 0.091 0.126 (0.068) (0.094) (0.078) [-0.013 , 0.255] [-0.094, 0.276) [-0.027, 0.279)

College Varsity Athlete Non BB/FB 0.105 0.126 0.129 (0.069) (0.103) (0.079) [-0.030, 0.240) [-0.076, 0.328] [-0.026, 0.284)

College Varsity Athlete a Division 1 0.018 (0.097) [-0.172, 0.207)

College Varsity Athlete a FBS -0.052 (0.114) [-0.275 , 0.171)

College BB/FBVarsity Athlete a Division 1 0.085 (0.131) [-0.171, 0.341)

College BB/FBVarsity Athlete a FBS -0.003 (0.151) [-0.300, 0.293)

College Varsity Athlete Non BB/FBa Division 1 -0.045 (0.133) [-0.306, 0.216)

College Varsity Athlete Non BB/F8 a FBS -0.090 (0.156) [-0.395, 0.215)

NCAADivision I 0.064 0.064 (0.041) (0.041) [-0.017, 0.145] [-0.018, 0.145)

NCAAFBS 0.066 0.066 (0.047) (0.047) [-0.027, 0.158) [-0.027, 0.158)

Single-Parent Household -0.008 -0.006 -0.007 -0.008 -0.006 -0.007 (0.043) (0.043) (0.043) (0.043) (0.043) (0.043) [-0.093, 0.078] [-0.091, 0.079) [-0.092, 0.078] [-0.093, 0.077] [-0.091, 0.079) [-0.092, 0.078)

Family Income )$1OK( 0.005 0.005 0.OOS 0.005 0.005 0.005 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.003 , 0.013) [-0.003 , 0.013) [-0.003, 0.013] [-0.003, 0.013] [-0.003, 0.013] [-0.003, 0.013)

Family Income Below Poverty Line -0.100 -0.100 -0.101 -0.099 -0.099 -0.100 (0.091) (0.091) (0.091) (0.091) (0.091) (0.091) [-0.278, 0.078) [-0.278, 0.077] [-0.278, 0.077] [-0.277, 0.078] [-0.276, 0.079] [-0.278, 0.078]

Number of Siblings 0.007 0.007 0.007 0.006 0.006 0.007 (0.014) (0.014) (0.014) (0.014) (0.014) (0.014) [-0.022 , 0.035] [-0.022, 0.035] [-0.021 , 0.035) [-0.022 , 0.035) [-0.022, 0.035] [-0.021, 0.035]

Father Education 0.010 0.009 0.010 0.010 0.009 0.010 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.007, 0.028) [-0.009, 0.027) [-0.008, 0.028) [-0.007 , 0.028) [-0.009, 0.027] [-0.008, 0.028)

- 192 - TABLEE4.1C: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Mother Education -0.004 -0.004 -0.004 -0.004 -0.005 -0.004 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.029, 0.022) [-0.030, 0.021) [-0.030,0.021] [-0.029, 0.022) [-0.030, 0.021) [-0.030, 0.021]

Urban Location -0.013 -0.015 -0.016 -0.013 -0.017 -0.017 (0.038) (0.038) (0.038) (0.038) (0.038) (0.038) [-0.088, 0.061] [-0.090 , 0.059] [-0.091, 0.059] [-0.088, 0.061] [-0.092, 0.058] [-0.091 0.058]

Cognitive Ability )Z-Score) 0.071** 0.063** 0.065** c.071** 0.063** 0.065** (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) [0.025,0.117] [0.016,0.1101 [0.018,0.112) [0.025,0.117) [0.016,0.110] (0.018,0.112)

Action Control: General Effort and Persistence Scale 0.017 0.017 0.018 0.017 0.017 0.018 (0.032) (0.032) (0.032) (0.032) (0.032) (0.032) [-0.044, 0.079] (-0.045 , 0.079] [-0.044, 0.080] [-0.045 , 0.079] [-0.045, 0.079] [-0.044, 0.080]

Control Expectation Scale 0.001 -0.002 -0.001 0.001 -0.001 -0.001 (0.025) (0.025) (0.025) (0.025) (0.025) (0.025) [-0.048, 0.050] [-0.051 , 0.048] [-0.050 , 0.048] [-0.048, 0.050] [-0.050, 0.048) [-0.050, 0.048]

Instrumental Motivation - Utility Interest -Scale 0.046 0.045 0.045 0.046 0.045 0.045 (0.026) (0.026) (0.026) (0.026) (0.026) (0.026) [-0.004, 0.096] [-0.005, 0.096] [-0.005, 0.095] [-0.004, 0.097] [-0.006, 0.095] [-0.006, 0.095]

Non-Cognitive Ability (EXTERNAL) 0.106* 0.101* 0.103* 0.106* 0.101* 0.103* (0.050) (0.050) (0.050) (0.050) (0.050) (0.050)

[0.008, 0.204] [0.003, 0.198] [0.006, 0.201] [0.008, 0.204] [0.003, 0.198] [0.005 , 0.201]

Black - not Hispanic -0.164 -0.174 -0.166 -0.165 -0.174 -0.166 (0.088) (0.089) (0.088) (0.088) (0.089) (0.088) [-0.337, 0.008) [-0.347, 0.000] [-0.338 , 0.006] [-0.337, 0.008] [-0.348, 0.000) [-0.338, 0.007]

American Indian or Alaska Native 0.025 0.034 0.029 0.026 0.033 0.029 (0.247) (0.247) (0.247) (0.247) (0.247) (0.247) [-0.459 , 0.510] [-0.451 , 0.520] [-0.455 , 0.513] [-0.459, 0.511] [-0.451 , 0.517] [-0.455, 0.513]

Asian or Pacific Islander 0.102 0.097 0.100 0.102 0.098 0.102 (0.062) (0.062) (0.062) (0.062) (0.062) (0.062) [-0.020 , 0.223] [-0.024, 0.218] [-0.021 , 0.222] [-0.019, 0.224] [-0.023 , 0.220] [-0.020, 0.223]

Hispanic or Latino -0.041 -0.040 -0.040 -0.041 -0.040 -0.040 (0.060) (0.061) (0.060) (0.061) (0.061) (0.061) [-0.160, 0.077] [-0.158 , 0.079] [-0.159, 0.079] [-0.160, 0.078] [-0.159 , 0.079] [-0.160, 0.079]

FullTime Worker 0.740*** 0.740*** 0.740* Q740*** 0.740*** 0.740*** (0.048) (0.048) (0.048) (0.048) (0.048) (0.048) [0.645 , 0.834] [0.645 , 0.834] [0.645, 0.834] [0.645, 0.834] [0.646, 0.835] [0.645, 0.834]

Student in 2011 0.283*** 0.283*** 0.283*** 0.283*** 0.283*** _0.283*** (0.037) (0.037) (0.037) (0.037) (0.037) (0.037) [-0.356,-0.210[ [-0.356,-0.210[ [-0.356,0.210] [-0.356,0.210] [-0.357,-0.210] [-0.356,-0.210[

Constant 9.132*** 9.161*** 9.148*** 9.132*** 9.162*** 9149*** (0.224) (0.224) (0.224) (0.224) (0.225) (0.225) [8.694, 9.570) [8.721 , 9.600] [8.708, 9.587] [8.693 9.570] [8.721, 9.603] [8.708, 9.589]

Observations 2,560 2,560 2,560 2,560 2,560 2,560 Adjusted R-squared 0.179 0.180 0.179 0.179 0.179 0.179

- 193 - TABLEE4.1C: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Division I Students 0.125 (0.066) Incremental Effect of College Athletics for FBSStudents 0.076 (0.099)

Incremental Effect of College BB/FBAthletics for Division I Students 0.176 (0.091) Incremental Effect of College BB/FBAthletics for FBSStudents 0.123 (0.130) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p

- 194 - TABLEE4.1D: LogAnnual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.098 0.111 O.116 (0.053) (0.052) (0055) [-0.006, 0.202] [0.009, 0.2121 10.008, 0.225]

College Varsityand High School BB/FBVarsity Athlete 0.129 0.119 0.153* (0.073) (0.069) (0.069) [-0.014, 0.2711 1-0.016, 0.255] [0.016, 0.2891

College Varsity Athlete Non BB/FB 0.069 0.101 0.083 (0.070) (0.070) (0.079) [-0.068, 0.207] [-0.036. 0.2381 [-0.072, 0.237]

College Varsity Athlete * Black 0.148 (0.185) [-0.215 , 0.512]

College Varsity Athlete x Income Below Poverty Line 0.064 (0.274) [-0.474, 0.601]

College Varsity Athlete * Single-Parent Household -0.013 (0.126)

[-0.259 , 0.2331

College BB/FBVarsity Athlete x Black -0.045 (0.214) [-0.466, 0.375]

College BB/FBVarsity Athlete x Income Below Poverty Line 0.058 (0.413) [-0.751, 0.868]

College BB/FBVarsity Athlete * Single-Parent Household -0.118 (0.178) [-0.467, 0.2301

College Varsity Athlete Non BBIFB* Black 0.611* (0.253) [0.115, 1.106]

College Varsity Athlete Non BB/FB* Income Below Poverty Line 0.072 (0.336) [-0.588, 0.731]

College Varsity Athlete Non BB/FBx Single-Parent Household 0.125 (0.148) [-0.164, 0.4141

Single-Parent Household -0.007 -0.008 -0.006 -0.007 -0.008 -0.006 (0.043) (0.043) (0.045) (0.043) (0.043) (0.045) [-0.092 , 0.078] [-0.093 , 0.077] [-0.095, 0.082] [-0.092 , 0.078] [-0.093 , 0.077] [-0.095, 0.082]

Family Income )$1OK) 0.005 0.005 0.005 0.006 0.005 0.003 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.003 , 0.013] [-0.003, 0.013] [-0.003, 0.013] [-0.002 , 0.014] [-0.003 , 0.013] [-0.003 , 0.013]

Family Income Below Poverty Line -0.096 -0.103 -0.100 -0.100 -0.103 -0.102 (0.090) (0.094) (0.091) (0.090) (0.094) (0.091) [-0.272, 0.080) [-0.288 , 0.081] [-0.278, 0.078] [-0.276, 0.076] [-0.287, 0.081) [-0.280, 0.075]

Number of Siblings 0.007 0.007 0.006 0.006 0.007 0.006 (0.014) (0.014) (0.014) (0.014) (0.014) (0.014) [-0.021 , 0.035) [-0.022, 0.035] [-0.022 , 0.035] [-0.022 , 0.034] [-0.022, 0.035] [-0.022 , 0.035]

- 195 - TABLEE4.1D: Log Annual Wage Dependent Variable: Log Annual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Father Education 0.010 0.010 0.010 0.010 0.010 0.010 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.007, 0.028] [-0.007, 0.028] [-0.007, 0.028] [-0.008, 0.028) [-0.008, 0.028] [-0.007, 0.028]

Mother Education -0.004 -0.004 -0.004 -0.004 -0.004 -0.004 (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.029, 0.022] [-0.029 , 0.022] [-0.029 , 0.022] [-0.029 , 0.022] [-0.029 , 0.022] [-0.029, 0.022]

urban Location -0.013 -0.013 -0.013 -0.012 -0.013 -0.014 (0.038) (0.038) (0.038) (0.038) (0.038) (0.038) [-0.088, 0.061] [-0.088, 0.061] [-0.088 , 0.061] [-0.087, 0.063] [-0.088, 0.061] [-0.088, 0.061]

Cognitive Ability (Z-Score) 0.070** 0.071** 0.071** 0.070** 0.071** 0.071** (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) [0.024, 0.117] [0.024, 0.117] [0.025, 0.117] [0.023 , 0.116] [0.025 , 0.117] [0.025, 0.117]

Action Control: General Effort and Persistence Scale 0.018 0.017 0.017 0.020 0.017 0.016 (0.032) (0.032) (0.031) (0.032) (0.032) (0.031) [-0.044, 0.080] [-0.044, 0.079] [-0.044, 0.079] [-0.042 , 0.082] [-0.045 , 0.079] [-0.045, 0.078]

Control Expectation Scale 0.000 0.001 0.001 -0.000 0.001 0.001 (0.025) (0.025) (0.025) (0.025) (0.025) (0.023) [-0.049, 0.049] [-0.048, 0.050] [-0.048, 0.050] [-0.049 , 0.049] [-0.048 , 0.050] [-0.048, 0.050]

Instrumental Motivation - UtilityInterest - Scale 0.047 0.046 0.046 0.046 0.046 0.046 (0.026) (0.026) (0.026) (0.026) (0.026) (0.026) [-0.003, 0.097] [-0.004, 0.096] [-0.004, 0.096] [-0.004, 0.096] [-0.004, 0.096] [-0.004, 0.097]

Non-Cognitive Ability (EXTERNAL) 0.106* 0.105* 0.106 0.104* 0.105* 0.106* (0.050) (0.050) (0.050) (0.050) (0.050) (0.050) [0.008 , 0.204] [0.008, 0.203] [0.008, 0.204] [0.006 , 0.202] [0.007 , 0.203] [0.008, 0.204]

Black - not Hispanic -0.189 -0.164 -0.164 —0.189 -0.165 -0.164 (0.100) (0.088) (0.088) (0.100) (0.088) (0.088) [-0.385, 0.007] [-0.337, 0.008] [-0.337, 0.008] [-0.385, 0.007] [-0.337, 0.008] [-0.337, 0.009]

American Indian or Alaska Native 0.025 0.025 0.025 0.027 0.026 0.027 (0.243) (0.247) (0.247) (0.248) (0.248) (0.248) [-0.460, 0.511] [-0.460, 0.510] [-0.460, 0.509] [-0.460, 0.514] [-0.459 , 0.512] [-0.460, 0.514]

Asian or Pacific Islander 0.101 0.101 0.102 0.104 0.102 0.102 (0.062) (0.062) (0.062) (0.062) (0.062) (0.062)

[-0.020, 0.223] [-0.020 , 0.222] [-0.019, 0.223] [-0.018, 0.225] [-0.020, 0.223] [-0.019, 0.224]

Hispanic or Latino -0.043 -0.041 -0.041 -0.042 -0.041 -0.042 (0.060) (0.060) (0.060) (0.061) (0.061) (0.061) [-0.161, 0.076] [-0.159 , 0.078] [-0.160, 0.077] [-0.161 , 0.076] [-0.159 , 0.078] [-0.161, 0.076]

FullTimeWorker 0.741*** 0740*** 0.740*** 0.738*** 0.740*** 0.740*** (0.048) (0.048) (0.048) (0.048) (0.048) (0.048) [0.646 , 0.835] [0.645 , 0.834] [0.645 , 0.834] [0.643 , 0.832] [0.645, 0.834] [0.645, 0.834]

Student in 2011 0.282*** 0.283*** .0.283*** 0.281*** 0.283*** 0.281*** (0.037) (0.037) (0.037) (0.037) (0.037) (0.037) [-0.356, -0.209] [-0.356, -0.210] [-0.356, -0.210] [-0.354, -0.208] [-0.356, -0.210] [-0.354, -0.208]

Constant 9.131*** 9133*** 9.131*** 9142*** 9133* 9.132*** (0.224) (0,223) (0.224) (0.224) (0.223) (0.224) [8.693 , 9.569] [8.696, 9.571] [8.692 , 9569] [8.703 , 9.581] [8.695 , 9.571] [8.693, 9570]

Observations 2,560 2,560 2,560 2,560 2,560 2,560 Adjusted R-squared 0.179 0.179 0.179 0.180 0.179 0.179

- 196 - TABLEE4.1D: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Male (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Blacks 0.246 (0.178) Incremental Effect of College Athletics for Income Below Poverty Line 0.174 (0.270) Incremental Effect of College Athletics for Single-Parent Household 0.103 (0.115) Incremental Effect of College BB/FBAthletics for Blacks 0.083 (0.201) Incremental Effect of College BB/FBAthletics for Income Below Poverty Line 0.178 (0.408) Incremental Effect of College BB/FBAthletics for Single-Parent Household 0.034 (0.165) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Respondents without a wage are excluded. Source: ELS.

- 197 - TABLEE4.2A: Log Annual Wage Dependent Variable: Log Annual Income in 2011 Sex: Female (1) (2) (3) VARIABLES

High School Sophomore Varsity Athlete 0.141*** (0.035) [0.071, 0.210]

High School Sophomore BBVarsity Athlete 0.176** (0.059) [0.060, 0.291]

High School Sophomore Non BBVarsity Athlete 0.132*** (0.036) [0.060, 0.203]

Single-Parent Household -0.056 -0.048 -0.047 (0.040) (0.040) (0.040) [-0.134, 0.023] [-0.126, 0.030] [-0.125, 0.031]

Family Income ($1OK) 0.009* 0.008 0,008 (0.004) (0.004) (0.004) [0.000, 0.017] [-0.000, 0.017] [-0.000, 0.017]

Family Income Below Poverty Line -0.062 -0.056 -0.055 (0.071) (0.072) (0.071) [-0.202, 0.078] [-0.197, 0.084] [-0.194, 0.085]

Number of Siblings 0.031* 0.031* 0.031* (0.013) (0.013) (0.013) [-0.057, -0.005] [-0.057, -0.005] [-0.057, -0.005]

Father Education -0.007 -0.008 -0.008 (0.009) (0.009) (0.009) [-0.024, 0.009] [-0.025, 0.009] [-0.025, 0.009]

Mother Education -0.011 -0.013 -0.013 (0.010) (0.010) (0.010) [-0.030, 0.008] [-0.032, 0.006] [-0.032, 0.006]

Urban Location 0.035 0.038 0.039 (0.040) (0.039) (0.040) [-0.043, 0.112] [-0.040, 0.115] [-0.039 , 0.117]

Cognitive Ability (Z-Score) 0.188*** 0.185*** 0.186*** (0.024) (0.024) (0.024) [0.141 , 0.234] [0.139, 0.232] [0.139, 0.233]

Action Control: General Effort and Persistence Scale -0.020 -0.018 -0.017 (0.027) (0.027) (0.027) [-0.074, 0.033] [-0.071, 0.036] [-0.071, 0.036]

- 198 - TABLEE4.2A: Log Annual Wage Dependent Variable: Log Annual Income in 2011 Sex: Female (1) (2) (3) VARIABLES

Control Expectation Scale 0.064* 0.056* 0.056* (0.027) (0.027) (0.027) [0.010, 0.118] [0.003, 0.110] [0.002, 0.110]

Instrumental Motivation - Utility Interest - Scale 0.024 0.023 0.023 (0.023) (0.023) (0.023) [-0.020, 0.069] [-0.021, 0.067] [-0.021, 0.067]

Non-Cognitive Ability (EXTERNAL) 0.108 0.103 0.102 (0.070) (0.070) (0.070) [-0.030, 0.245] [-0.035, 0.240] [-0.035, 0.240]

Black - not Hispanic -0.105 -0.098 -0.099 (0.075) (0.075) (0.075) [-0.253, 0.042] [-0.244, 0.049] [-0.245, 0.048]

American Indian or Alaska Native -0.340 -0.348 -0.355 (0.201) (0.203) (0.203) [-0.735, 0.055] [-0.747, 0.051] [-0.753, 0.043]

Asian or Pacific Islander 0.174* 0199** 0.200** (0.074) (0.075) (0.075) [0.028, 0.319] [0.052, 0.345] [0.054, 0.347]

Hispanic or Latino -0.023 -0.008 -0.007 (0.062) (0.063) (0.063) [-0.145, 0.099] [-0.131, 0.115] [-0.130, 0.117]

Full Time Worker 0.844*** 0.838*** 0.837*** (0.047) (0.047) (0.047) [0.752, 0.936] [0.746, 0.930] [0.746, 0.929]

Student in 2011 0.221*** 0.226*** 0.226*** (0.036) (0.036) (0.036) [-0.292, -0.150] [-0.297, -0.155] [-0.297, -0.155] Constant 9.211*** 9.192*** 9.193*** (0.302) (0.302) (0.302) [8.619 , 9.803] [8.599 , 9.785] [8.601, 9.786]

Observations 3,140 3,140 3,140 Adjusted R-squared 0.212 0.215 0.215 Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Respondents without a wage are excluded. Source: ELS.

- 199 - TABLEE4.2B: LogAnnual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

High School Sophomore Varsity Athlete 0.112** 0.150* 0.083 (0.036) (0.037) (0.042) [0.041,0.183] [0.078,0.222] [0.001,0.164]

HSSophomore Athlete a Black 0.284 (0.145) [-0.001 , 0.569]

HSSophomore Athlete * Income Below Poverty Line -0.092 (0.126) [-0.340, 0.156]

HSSophomore Athlete a Single-Parent Household 0.160* (0.075) [0.013 , 0.307]

High School Sophomore 86 Varsity Athlete 0.124* 0.173** 0.115 (0.061) (0.062) (0.072) [0.003, 0.244] [0.052 , 0.294] [-0.025, 0.256]

High School Sophomore Non BBVarsity Athlete 0.109** 0.144*** 0.074 (0.037) (0.038) (0.043) [0.036, 0.182] [0.070, 0.218] [-0.010, 0.157]

HSSophomore BBAthlete a Black 0.471* (0.197) [0.085, 0.857]

HS Non 88 Varsity Athlete a Black 0.214 (0.155) [-0.090, 0.5191

HSSophomore 88 Athlete a Income Below Poverty Line 0.102 (0.136) [-0.164, 0.368]

HS Non BBVarsity Athlete a Income Below Poverty Line -0.130 (0.139) [-0.402, 0.142]

HSSophomore BBAthlete a Single-Parent Household 0.170 (0.119) [-0.063, 0.403]

HSNon BBVarsity Athlete a Single-Parent Household 0.158* (0.078) [0.005, 0.312]

Single-Parent Household -0.048 -0.047 -0.132 -0.046 -0.047 0.132* (0.040) (0.040) (0.062) (0.040) (0.040) (0.062) [-0.126,0.030] [-0.125,0.031] [-0.254, -0.011] [-0.124,0.032] [-0.125,0.031] [-0.253 ,-0.010]

Family Income ($1OK) 0.008 0.008 0.008 0.008 0.008 0.008 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.000, 0.017] [-0.001, 0.017] [-0.000, 0.017] [-0.000, 0.017] [-0.000, 0.017] [-0.000, 0.017]

Family Income Below Poverty Line -0.053 -0.020 -0.053 -0.047 -0.019 -0.051 (0.071) (0.094) (0.072) (0.071) (0.094) (0.072) [-0.193,0.087] [-0.203,0.164] [-0.194,0.068] [-0.187,0.093] [-0.203,0.164] [-0.192,0.089]

Number of Siblings 0.031* 0.031* -0.031 0.031* 0.032* 0.032* (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.057, -0.005] [-0.056, -0.005] [-0.057, -0.006] [-0.057, -0.006] [-0.057, -0.006] [-0.057, -0.006]

- 200 - TABLEE4.2B: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female

• (1) (2) (3) (4) (5) (6) VARIABLES

Father Education -0.008 -0.008 -0.008 -0.008 -0.008 -0.008 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.025, 0.009) [-0025, 0.009) (-0.025 , 0.009] [-0.025 , 0.009) [-0.025 , 0.009] [-0.025, 0.009]

Mother Education -0.013 -0.013 -0.013 -0.013 -0.013 -0.013 (0.010) (0.010) (0.010) (0.010) (0.010) (0.010)

[-0.032, 0.006) [-0.032, 0.006] [-0.032 , 0.006) (-0.032, 0.006) [-0.032 , 0.006) [-0.032, b.006]

urban Location 0.037 0.038 0.037 0.040 0.040 0.039 (0.039) (0.040) (0.040) (0.040) (0.040) (0.040) [-0.040,0.114] [-0.040, 0.115] (-0.040,0.115] [-0.038,0.118] [-0.038,0.117) [-0.039,0.117]

Cognitive Ability (Z-Score( 0.184* 0.185*** 0.185*** 0.184*** 0.186*** 0.186*** (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) [0.137, 0.231) [0.138, 0.232] [0.138, 0.232) [0.138, 0.231) [0.139 , 0.233) [0.139, 0.233)

Action Control: General Effort and Persistence Scale -0.018 -0.018 -0.016 -0.018 -0.018 -0.016 (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [-0.071, 0.036) [-0.072, 0.035] [-0.070, 0.037) [-0.072, 0.036) [-0.072 , 0.035) [-0.070, 0.037]

Control Enpectation Scale 0.057* 0.057 0.056* 0.057* 0.056* 0.056* (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [0.003,0.111] [0.003,0.110] [0.002,0.110) [0.003,0.110) [0.002,0.110) [0.002,0.109)

Instrumental Motivation - Utility Interest -Scale 0.024 0.023 0.022 0.025 0.024 0.022 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.020, 0.069) [-0.021 , 0.067] [-0.022 , 0.066] [-0.019, 0.069] [-0.021 , 0.068] [-0.022 , 0.067)

Non-Cognitive Ability (EXTERNAL) 0.107 0.102 0.102 0.107 0.103 0.102 (0.070) (0.070) (0.070) (0.070) (0.070) (0.070) [-0.031 , 0.245] [-0.035, 0.240] [-0.035, 0.239) [-0.031, 0.244) [-0.035, 0.240] [-0.035, 0.239)

Black - not Hispanic 0.239* -0.097 -0.097 0.240* -0.095 -0.098 (0.117) (0.075) (0.075) (0.117) (0.075) (0.075) [-0.468,-0.009[ [-0.243,0.050) [-0.243,0.050] [-0.470,-0.010] [-0.242,0.051) [-0.244,0.048)

American Indian or Alaska Native -0.349 -0.346 -0.350 -0.353 -0.356 -0.358 (0.203) (0.203) (0.207) (0.203) (0.201) (0.206) [-0.748, 0.049] [-0.744, 0.052] [-0.756, 0.056] [-0.752 , 0.046] [-0.750, 0.039) [-0.763, 0.047]

Asian or Pacific Islander 0.193** 0.198** 0.194** 0.192* 0.201** 0.196** (0.075) (0.075) (0.075) (0.075) (0.075) (0.075) [0.046, 0.339] [0.052 , 0.344] [0.048, 0.341] [0.046, 0.339] [0.055 , 0.348) [0.049, 0.343]

Hispanic or Latino -0.013 -0.009 -0.005 -0.014 -0.008 -0.004 (0.063) (0.063) (0.063) (0.063) (0.063) (0.063) [-0.136,0.110] [-0.132,0.114] [-0.128,0.118] [-0.137,0.110] [-0.131,0.115] [-0.128,0.120]

FullTime Worker 0.839*** 0.838*** 0.840* 0.841* 0.836*** 0.840*** (0.047) (0.047) (0.047) (0.047) (0.047) (0.047) [0.747, 0.931) [0.746, 0.930) [0.749 , 0.932) [0.749, 0.932) [0.745, 0.928] [0.748, 0.931)

Student in 2011 _0.226*** 0.226*** 0.227*** o.226*** 0.225* o.227*** (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [-0.297,-0.155[ [-0.297, -0.155[ [-0.298, -0.156[ [-0.297,0.155] [-0.296,-0.154] [-0.298,-0.156)

Constant 9.187*** 9.188*** 9.223*** 9.188*** 9.191*** 9.224*** (0.302) (0.303) (0.300) (0.302) (0.303) (0.301) [8.594, 9.780) [8.595, 9.781] [8.634, 9.812] [8.596 , 9.780] [8.598, 9.784) [8.635, 9.814]

Observations 3,140 3,140 3,140 3,140 3,140 3,140 Adjusted R-squared 0.216 0.215 0.216 0.217 0.215 0.216

- 201 - TABLEE4.ZB: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of HSAthletics for Blacks 0.395** (0.141) Incremental Effect of HSAthletics for Income Below Poverty Line 0.058 (0.121) Incremental Effect of HSAthletics for Single-Parent Household 0.242** (0.063) Incremental Effect of HS BBAthletics for Blacks Q594** (0.187) Incremental Effect of HSBBAthletics for Income Below Poverty Line 0.275 (0.123) Incremental Effect of HS BBAthletics for Single-Parent Household 0.286* (0.096> Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, *v p<0.01, * p<0.05 Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Respondents without a wage are excluded. Source: ELS.

- 202 - TABLEE4.2C: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.170” 0.225* 0.212* (0.056) (0.065) (0.059) [0.059, 0.280] [0.098 0.352] [0.098, 0.327]

College Varsity and High School BBVarsity Athlete 0,249** 0.274 0.313” (0.096) (0.108) (0.097) [0.061 , 0.436] [0.061 , 0.486] [0.122 , 0.503]

College Varsity Athlete Non BB 0.137* 0.192” 0.164* (0.067) (0.074) (0.069) [0.006, 0.267] [0.047, 0.336] [0.029, 0.299]

College Varsity Athlete v Division 1 -0.117 (0.113) 1-0.338, 0.105]

College Varsity Athlete x FBS -0.169 (0.155) [-0.472 , 0.134]

College BBVarsity Athlete x Division 1 -0.069 (0.221) [-0.503 , 0.364]

College BBVarsity Athlete x FBS -0.386 (0.319) [-1.011, 0.239]

College Varsity Athlete Non BBv Division 1 -0.104 (0.126) [-0.352, 0.144]

College Varsity Athlete Non BBx FBS -0.094 (0.174) [-0.434, 0.247]

NCAADivision I 0.046 0.045 (0.039) (0.039)

[-0.030, 0.122] [-0.03 1 , 0.121]

NCAAFBS 0.052 0.052 (0.040) (0.040) [-0.025 , 0.130] [-0.026, 0.130]

Single-Parent Household -0.053 -0.052 -0.051 -0.053 -0.052 -0.051 (0.040) (0.040) (0.040) (0.040) (0.040) (0.040) [-0.132 , 0.026] [-0.131 , 0.027] [-0.130 , 0.028] [-0.131 , 0.026] [-0.131 , 0.027] [-0.130, 0.027]

Family Income ($1OK( 0.008 0.007 0.008 0.008 0.007 0.008 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004)

[-0.001 0.016] [-0.001 , 0.016] [-0.001, 0.016] [-0.001 , 0.017] [-0.001 , 0.016] [-0.001 , 0.016]

Family Income Below Poverty Line -0.062 -0.065 -0.065 -0.061 -0.064 -0.064 (0.071) (0.071) (0.071) (0.071) (0.071) (0.071) [-0.201 , 0.078] [-0.205, 0.075] [-0.204, 0.075] [-0.201, 0.079] [-0.204, 0.076] [-.0.204, 0.075]

Number of Siblings 0,032* 0,031* 0.031* 0.032* -0.031 0.032* (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.057, -0,006] [-0.057, -0.005] [-0.057 , -0.005] [-0.057, -0.006] [-0.057, -0.005] [-0.057, -0.006]

Father Education -0.009 -0.009 -0.009 -0.009 -0.009 -0.009 (0.009) (0.009) (0.009) (0.009) (0.009) (0.009) [-0.026, 0.008] [-0.026, 0.008] [-0.026, 0.008] [-0.026, 0.008] [-0.026, 0.008] [-0.026, 0.008]

- 203 - TABLEE4.2C: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Mother Education -0.011 -0.012 -0.012 -0.011 -0.012 -0.012 (0.010) (0.010) (0.010) (0.010) (0.010) (0.010) [-0.030, 0.0071 [-0.030 0.007] [-0.031, 0.007] [-0.030, 0.007] [-0.030, 0.007] [-0.031 , 0.007]

Urban Location 0.034 0.029 0.029 0.035 0.030 0.030 (0.039) (0.040) (0.040) (0.039) (0.040) (0.040) [-0.044, 0.111] [-0.049, 0.107] [-0.048,0.1071 [-0.043,0.112] [-0.049,0.108] [-0.047,0.108]

Cognitive Ability (Z-Score) 0.187*** 0.180*** 0.182*** O.187*** 0.181’’ 0.183*** (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) [0.140, 0.233] [0.133, 0.228] [0.135, 0.230] [0.140, 0.234] [0.134, 0.228] [0.136, 0.230]

Action Control: General Effort and Persistence Scale -0.023 -0.022 -0.023 -0.023 -0.023 -0.024 (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [-0.076, 0.031] [-0.076, 0.031] [-0.076, 0.031] [-0.077, 0.031] [-0.076, 0.031] [-0.077, 0.030]

Control Expectation Scale 0.063* OO52 0.062* 0.063* 0.062* 0.062* (0.027) (0.027) (0.027) (0.027) (0.027) (0.027) [0.010,0.117] [0.009,0.115] [0.009,0.116] [0.010,0.117] [0.009,0.115] [0.009,0.116]

Instrumental Motivation - Utility Interest - Scale 0.026 0.025 0.026 0.026 0.025 0.026 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.019 , 0.070[ [-0.020, 0.069] [-0.019, 0.070] [-0.019, 0.070] [-0.020, 0.070] [-0.018, 0.070]

Non-Cognitive Ability (EXTERNAL) 0.102 0.099 0.100 0.102 0.099 0.101 (0.070) (0.070) (0.070) (0.070) (0.070) (0.070) [-0.035, 0.240] [-0.039, 0.237] [-0.038, 0.238] [-0.035, 0.240] [-0.040, 0.237] [-0.037, 0.239]

Black - not Hispanic -0.109 -0.112 -0.109 -0.111 -0.114 -0.108 (0.075) (0.076) (0.075) (0.075) (0.076) (0.075) [-0.256, 0.038] [-0.261, 0.036] [-0.257, 0.038] [-0.258, 0.037] [-0.263, 0.034] [-0.255 , 0.039]

American Indian or Alaska Native -0.355 -0.361 -0.359 -0.355 -0.360 -0.358 (0.203) (0.203) (0.202) (0.201) (0.202) (0.201) [-0.752 , 0.043] [-0.760, 0.038] [-0.756, 0.038] [-0.750, 0.040] [-0.757, 0.037] [-0.752, 0.036]

Asian or Pacific Islander 0.183* 0.180* 0.181* 0.183* 0.181* 0.182* (0.074) (0.075) (0.075) (0.074) (0.075) (0.075) [0.037, 0.329] [0.034, 0.327] [0.035, 0.327] [0.038, 0.329] [0.034, 0.327] [0.036, 0.328]

Hispanic or Latino -0.020 -0.018 -0.020 -0.019 -0.018 -0.019 (0.062) (0.062) (0.062) (0.062) (0.062) (0.062) [-0.142,0.103] [-0.140,0.104] [-0.142,0.102] [-0.141,0.104] [-0.140,0.104] [-0.141,0.103]

FullTime Worker 0.843*** 0.841*** 0.842*** 0.844*** 0.842*** 0.842*** (0.047) (0.047) (0.047) (0.047) (0.047) (0.047)

[0.751 , 0.935] [0.749 , 0.933] [0.750, 0.934] [0.752, 0.937] [0.750, 0.934] [0.750, 0.935]

Student in 2011 _0.222*** 0.223*** 0.222*** 0.222*** 0.223*** 0.223*** (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [-0.293,-0.151] [-0.294,-0.152[ [-0.293,-0.151] [-0.293,-0.151] [-0.294,-0.152] [-0.294,-0.151]

Constant 9.249*** 9.265*** 9.262*** 9.247*** 9.263*** 9.259* (0.302) (0.304) (0.303) (0.302) (0.304) (0.303) [8.658, 9.841] [8.670, 9.8611 [8.668, 9.856] [8.656, 9.839] [8.668, 9.859] [8.665 , 9.853]

Observations 3,140 3,140 3,140 3,140 3,140 3,140 Adjusted R-squared 0.213 0.213 0.213 0.213 0.213 0.213

- 204 - TABLEE4.2C: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Division I Students 0.108 (0.093) Incremental Effect of College Athletics for FBSStudents 0.044 (0.143)

Incremental Effect of College BBAthletics for Division I Students 0.204 (0.194) Incremental Effect of College BBAthletics for FBSStudents -0.073 (0.304) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. p<0.001, ** p

- 205 - TABLEE4.2D: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

College Varsity Athlete 0.173** 0.160** 0.170** (0.056) (0.057) (0.060) [0.063, 0.283] [0.048, 0.272] [0.053, 0.287]

College Varsity and High School BBVarsity Athlete 0.236* 0.238* 0.178 (0.096) (0.098) (0.118) [0.048, 0.425] [0.046, 0.431] [-0.053, 0.409]

College Varsity Athlete Non BB 0.150* 0.128 0.167* (0.065) (0.067) (0.066) [0.021 , 0.278] [-0.004, 0.259] [0.038, 0.297]

College Varsity Athlete * Black -0.035 (0.267) [-0.558, 0.487]

College Varsity Athlete * Income Below Poverty Line 0.478 (0.266) [-0.044, 1.001]

College Varsity Athlete x Single-Parent Household -0.002 (0.155) [-0.306, 0.301]

College BBVarsity Athlete a Black 0.079 (0.342) ]-0.S91, 0.749]

College BBVarsity Athlete x Income Below Poverty Line 0.371** (0.125) [0.126, 0.616]

College BBVarsity Athlete e Single-Parent Household 0.272 (0.185) [-0.090, 0.634]

College Varsity Athlete Non BBx Black -0.175 (0.387) [-0.934, 0.584]

College Varsity Athlete Non BBx Income Below Poverty Line 0.529 (0.433) [-0.319, 1.377]

College Varsity Athlete Non BBx Single-Parent Household -0.141 (0.207) [-0.547, 0.266]

Single-Parent Household -0.053 -0.052 -0.053 -0.053 -0.052 -0.052 (0.040) (0.040) (0.041) (0.040) (0.040) (0.041) [-0.132, 0.026] [-0.131, 0.027] [-0.133, 0.028] [-0.131, 0.026] [-0.131, 0.027] [-0.133 , 0.029]

Family Income ($1OK) 0.008 0.008 0.008 0.008 0.008 0.008 (0.004) (0.004) (0.004) (0.004) (0.004) (0.004) [-0.001, 0.017] [-0.001, 0.017] [-0.001, 0.016] [-0.001 , 0.017] [-0.001, 0.017] [-0.001 , 0.016]

Family Income Below Poverty Line -0.062 -0.070 -0.062 -0.062 -0.069 -0.064 (0.071) (0.072) (0.072) (0.071) (0.072) (0.072) [-0.202 , 0.078] [-0.211, 0.071] [-0.202 , 0.079] [-0.202, 0.078] [-0.210, 0.072] [-0.204, 0.076]

Number of Siblings 0.032* 0.032* 0.032* 0.032* 0.032* 0.032* (0.013) (0.013) (0.013) (0.013) (0.013) (0.013) [-0.057 ,-0.006] [-0.058, -0.006] [-0.057, -0.006] [-0.058 ,-0.006] [-0.058, -0.006] [-0.057, -0.006]

- 206 - TABLEE4.2D: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Father Education -0.009 -0.008 -0.009 -0.009 -0.009 -0.008 (0.009> (0.009) (0.009) (0.009) (0.009) (0.009) [-0.026, 0.008] [-0.026, 0.009] [-0.026, 0.006] [-0.026, 0.008] [-0.026, 0.008] [-0.025 ,0.009]

Mother Education -0.011 -0.012 -0.011 -0.011 -0.012 -0.011 (0.010) (0.010) (0.010) (0.010) (0.010) (0.010) [-0.030, 0.007] [-0.030, 0.007) [-0.030, 0.007) [-0.030, 0.007] [-0.030, 0.007] [-0.030, 0.007]

Urban Location 0.034 0.034 0.034 0.035 0.035 0.034 (0.039) (0.039) (0.039> (0.040) (0.039) (0.039) [-0.044, 0.111] [-0.044, 0.111] [-0.044, 0.111] [-0.042,0.113] [-0.043, 0.112] [-0.044, 0.111]

Cognitive Ability (Z-Score) 0.187*** 0.186*** 0.187*** 0.187*** 0.187*** 0.187*** (0.024) (0.024) (0.024) (0.024) (0.024) (0.024) [0.140, 0.233] [0.139, 0.233] [0.140, 0.233] [0.140, 0.234) [0.140, 0.234] [0.140 , 0.234]

Action Control: General Effort and Persistence Scale -0.023 -0.023 -0.023 -0.023 -0.023 -0.023 (0.027) (0.027> (0.027) (0.027) (0.027) (0.027) [-0.076, 0.031) [-0.076,0.031] [-0.076,0.031) [-0.077,0.031] [-0.077,0.030] [-0.077,0.030]

Control Expectation Scale 0.063* 0.064* 0.063* 0.063* 0.064* 0.064* (0.027> (0.027) (0.027) (0.027) (0.027) (0.027) [0.010,0.117] [0.010,0.117] [0.010,0.117] [0.010,0.117) [0.010,0.117) [0.011,0.118)

Instrumental Motivation - Utility Interest - Scale 0.026 0.025 0.026 0.026 0.025 0.025 (0.023) (0.023) (0.023) (0.023) (0.023) (0.023) [-0.019, 0.070] [-0.019, 0.069] [-0.019 , 0.070] [-0.019 , 0.070] [-0.019 , 0.070] [-0.019 , 0.070]

Non-Cognitive Ability (EXTERNAL) 0.102 0.102 0.102 0.102 0.102 0.101 (0.070) (0.070) (0.070) (0.070) (0.070) (0.070) [-0.035, 0.240] [-0.035, 0.240] [-0.035 , 0.240] [-0.036, 0.239] [-0.035 , 0.240] [-0.037, 0.238]

Black - not Hispanic -0.106 -0.109 -0.109 -0.106 -0.110 -0.110 (0.078) (0.075) (0.075) (0.079) (0.075) (0.075) [-0.260, 0.048] [-0.256, 0.039] [-0.256, 0.038] [-0.260, 0.048] [-0.258, 0.037] [-0.257,0.038]

American Indian or Alaska Native -0.355 -0.351 -0.354 -0.355 -0.352 -0.360 (0.203) (0.202) (0.202) (0.202) (0.201) (0.198) [-0.752 , 0.043] [-0.748, 0.045] [-0.751 , 0.042] [-0.751 , 0.040] [-0.747, 0.043] [-0.748, 0.028]

Asian or Pacific Islander 0.183* 0.183* 0.183* 0.184* 0.183* 0.184* (0.074) (0.075) (0.075) (0.074) (0.075) (0.075) [0.037, 0.329] [0.036, 0.329) [0.037, 0.329] [0.038, 0.330] [0.037, 0.329] [0.038, 0.330]

Hispanic or Latino -0.019 -0.018 -0.020 -0.019 -0.017 -0.018 (0.062) (0.062) (0.062) (0.062) (0.062) (0.062) [-0.142,0.103] [-0.140,0.104] [-0.142,0.103] [-0.141,0.104] [-0.140,0.105] [-0.140,0.105]

FullTime Worker 0.843*** 0.842*** 0.843*** 0.844* 0.844* 0.843*** (0.047) (0.047) (0.047) (0.047) (0.047) (0.047) [0.751 , 0.935] 10.750 ,0.935[ [0.751, 0.935] [0.751 , 0.936] [0.751 , 0.936] [0.750, 0.935]

Student in 2011 _0.222*** 0.222*** 0.222*** 0.222*** 0.223*** 0.224*** (0.036) (0.036) (0.036) (0.036) (0.036) (0.036) [-0.293 ,-0.150[ [-0.293-0.151] [-0.293 ,-0.150[ [-0.293 ,-0.151] [-0.294,-0.151] [-0.295,-0.152]

Constant 9.249*** 9.251*** 9.249*** 9.252*** 9.248*** 9.254*** (0.302) (0.302) (0.302) (0.302> (0.302) (0.302) [8.657, 9.841] [8.659 , 9.843] [8.658, 9.841] [8.660, 9.845] [8.656, 9.840] [8.663, 9.846]

Observations 3,140 3,140 3,140 3,140 3,140 3,140 Adjusted R-squared 0.213 0.213 0.213 0.213 0.213 0.213

- 207 - TABLEE4.2D: Log Annual Wage Dependent Variable: LogAnnual Income in 2011 Sex: Female (1) (2) (3) (4) (5) (6) VARIABLES

Incremental Effect of College Athletics for Blacks 0.137 (0.261) Incremental Effect of College Athletics for Income Below Poverty Line 0.638* (0.260) Incremental Effect of College Athletics for Single-Parent Household 0.168 (0.142) Incremental Effect of College BBAthletics for Blacks 0.315 (0.328) Incremental Effect of College BBAthletics for Income Below Poverty Lite 0.609*** (0.078) Incremental Effect of College BBAthletics for Single-Parent Household 0.450** (0.143) Robust standard errors in parentheses. 95-percent confidence intervals in square brackets. Number of observations is rounded to the nearest 10. pc0.001, ** pcO.Ol, * p<0.0S Respondents not identifying themselves as Asian or American Indian or Black or Hispanic are the excluded category. Respondents without a wage are excluded. Source: ELS.

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