IWAEE 2015 Programme

Total Page:16

File Type:pdf, Size:1020Kb

IWAEE 2015 Programme CATANZARO “Magna Graecia” University IWAEE 2015 Programme SUNDAY 14th JUNE 17:30 Registration Opens 19:00 Welcome Drinks 21:00 Reception Dinner (Grand Hotel Paradiso, Catanzaro Lido) MONDAY 15th JUNE 9:00-9:15 Welcome 9:15-10:15 Keynote Lecture Susan Dynarski 10:15-10:45 Coffee Break 10:45-12:25 Contributed Sessions A 12:30-13:30 Lunch 13:30-14:45 Poster Session A 14:50-16:30 Contributed Sessions B 16:30-17:00 Coffee Break 17:00-18:00 Keynote Lecture Helena Skyt Nielsen 20:30- Gala Dinner TUESDAY 16th JUNE 9:00-10:40 Contributed Sessions C 10:40-11:00 Coffee Break 11:00-12:00 Keynote Lecture Peter Arcidiacono 12:00-13:15 Contributed Sessions D 13:15-14:15 Lunch 1 CATANZARO “Magna Graecia” University 14:15-15:30 Poster Session B 15:30-17:15 Contributed Sessions E 17:20 - Coffee Break and Farewell 20:00 - Informal Dinner (Catanzaro Lido) 2 CATANZARO “Magna Graecia” University MONDAY 15th JUNE 9:00-9:15 WELCOME 9:15-10:15 ROOM 1 “What Have We Learned About Inequality in Education” Professor Susan Dynarski, University of Michigan. 10:15-10:45 COFFEE BREAK 10:45-12:25 CONTRIBUTED SESSION A1 ROOM: 1 Schools and Student Performance CHAIR: Birgitta Rabe Better Buildings, Better Scores? The Short-Run Effect of a Large School Construction Programme Anwen Zhang (University of Cambridge) Does the Transition into Daylight Saving Time Affect Student Performance? Stefanie Herber (University of Bamberg) with Guido Heineck and Johanna Sophie Quis Increasing Instruction Time in School Does Increase Learning But Not for Everyone Anne Brink Nandrup (Aarhus University) with Simon Calmar Andersen and Maria Knoth Humlum School Quality and Parental Investments into Children Birgitta Rabe (University of Essex) with Ellen Greaves, Iftikhar Hussain and Imran Rasul Manon Garrouste Morten Kraegpoeth 10:45-12:25 CONTRIBUTED SESSION A2 ROOM: 2 Earnings/Labour Market CHAIR: Kostas Mavromaras Laterborns Don’t Give Up. The Temporary Effects of Birth Order on European Earnings Marco Bertoni (University of Padova) with Giorgio Brunello The Impact of Education Expansion on Education and Earnings: Evidence from Hong Kong Dongshu Ou (Chinese University of Hong Kong) Education: Risk Enhancing or Insurance Mechanism Judith Delaney (University College London) Improving the Employment Rates and Productivity of People With a Disability Through Vocational Education and Training Kostas Mavromaras (NILS-Flinders University) with Cain Polidano 12:30-13:30 LUNCH Jon Jerrim 3 CATANZARO “Magna Graecia” University 13:30-14:45 POSTER SESSION A ROOM: 1 Educating Children to Save: An Experimental Approach to Financial Education of Pupils in Primary Schools Matteo Migheli (University of Torino) with Flavia Coda Moscarola Horizontal Skills Mismatch and Vocational Education Juerg Schweri (Swiss Federal Institute for Vocational Education) with Aninna Eymann The Role of Information in the Application for Merit Based Scholarships: Evidence from a Randomized Field Experiment Stefanie P. Herber (University of Bamberg) Peer Effects on Risk Behaviour: The Importance of Group Identity Francesca Gioia (University of Edinburgh) How Does Education Improve Cognitive Skills? Sarah Dahmann (DIW Berlin) Information on Ability and Provision of Incentives: RDD Estimates on the Effect of Assignment to College Remediation Emma Duchini (Universitat Pompeu Fabra) The Effect of Private Schooling on the Gender Gap in Science Clementine Van Effenterre (Paris School of Economics) with Thomas Breda and Son Thierry Ly Inequalities in Educational Outcomes: How Important is the Family? Julia Bredtmann (Aarhus University and RWI-Essen) with Nina Smith 14:50-16:30 CONTRIBUTED SESSION B1 ROOM: 1 Education and Behaviour CHAIR: Maria De Paola Do Stricter Teen Driving Laws Reduce Juvenile Crime and Substance Abuse? Marian Vidal-Fernandez (UNSW) and Rashmi Barua Quasi-Experimental Evidence on the Effect of Education on Attitudes Towards Same-Sex Relationships Luca Nunziata (University of Padua) and Beatrice d’Hombres Bilingual Schooling and Earnings: Evidence from a Language-in-Education Reform Antonio Di Paolo (Universitat de Barcelona) with Lorenzo Cappellari Who Performs Better Under Time Pressure? Results from a Field Experiment Maria De Paola (University of Calabria) with Francesca Gioia 4 CATANZARO “Magna Graecia” University 14:50-16:30 CONTRIBUTED SESSION B2 ROOM: 2 Tracking, Streaming and Choice CHAIR: Roxanne Korthals The Role of Time Preferences in Educational Decision Making Songul Tolan (DIW Berlin) with Daniel Kemptner Study Progression in Higher Education: The Impact of ex-Post Selection Koen Declerq (University of Leuven) with Frank Verboven Geographical Constraints in Track Choices: A French Study Using High School Openings Meryam Zaiem (INED & CREST) with Manon Garrouste and Son Thierry Ly Does Early Educational Tracking Increase Inequality? Short and Long Term International Evidence Roxanne Korthals (Maastricht University) with Olivier Marie and Dinand Webbink 16:30-17:00 COFFEE BREAK 17:00-18:00 ROOM 1 “The Effect of Teacher Aides in the Classroom: Evidence from a Randomized Trial” Professor Helena Skyt Nielsen, Aarhus University 20:30 GALA DINNER 5 CATANZARO “Magna Graecia” University TUESDAY 16th JUNE 9:00-10:40 CONTRIBUTED SESSION C1 ROOM: 1 Resources/Class Size CHAIR: Brian McCall Student Aid. Academic Achievement, and Labour Market Behavior: Grants or Loans? Elena Mattana (CORE, Louvain) with Juanna Joensen When Do Smaller Classes Improver Students’ Long Term Outcomes Astrid Marie Jorde Sandsor (University of Oslo) with Torberg Falch and Bjarne Strom Experimental Estimates from Observational Data: The Case of Class Size Michael Gilraine (University of Toronto) Do Public Tuition Subsidies Promote College Enrolment? Evidence from Community College Taxing Districts in Texas Brian McCall (University of Michigan) with Paco Martorell and Isaac McFarlin 9:00-10:40 CONTRIBUTED SESSION C2 ROOM: 2 School/University Choice CHAIR: Jennifer Graves Preference for College and Educational Inequality: Do Students Lack Information? Evidence from a Randomized Controlled Trial Vaishali Zambre (DIW Berlin) with Frauke H. Peter The Effect of More Science in High School on University Major Choices Marta De Philippis (LSE) The Gravity of Quality: Research Quality and Universities Attractivity in Italy Stefano Verzillo (Università degli Studi di Milano) with Massimiliano Bratti How Students Incorporate Sector-Specific Economic Conditions into Educational Choices Jennifer Graves (Universidad Autonoma de Madrid) with Zoe Kuehn 10:40-11:00 COFFEE BREAK 11:00-12:00 ROOM: 1 “University Influences on the Choice of College Major” Professor Peter Arcidiacono, Duke University 6 CATANZARO “Magna Graecia” University 12:00-13:15 CONTRIBUTED SESSION D1 ROOM: 1 Gender and Education CHAIR: Ulf Zoelitz Gender Differences in the Effects of School-Starting Age on Cognitive and Non-Cognitive Skills Julie Moschion (Melbourne Institute) with Jessica Pan Ability and Gender Streaming in High School STEM: Evidence from Israel Naomi Friedman-Sokuler (Ben Gurion University) with Moshe Justman Surrounded by Women: How Changes in the Gender Composition Affect Student Performance and Careers in Academia Ulf Zoelitz (IZA) 12:00-13:15 CONTRIBUTED SESSION D2 ROOM: 2 Parents and Education CHAIR: Sarah Sander Nielsen The Effects of Free Childcare on Labor Supply and Children Anne Busse (University of Heidelberg) with Christina Gathmann. The Causal Effect of Parent’s Schooling on Children’s Schooling in Europe: A New IV Approach Enkelejda Havari (European Commission) with Marco Savegnago Maternal Employment, Child Care, and Long-Run Child Outcomes Sarah Sander Nielsen (SFI, Danish National Centre for Social Research) with Paul Bingley and Vibeke Myrup Jensen 13:15-14:15 LUNCH 14:15-15:30 POSTER SESSION B ROOM: 1 Social Incentives in Schools Valentin Wagner (University of Dusseldorf) Does Higher Learning Intensity Affect Student Well-Being? Evidence from the National Educational Panel Study Johanna Sophie Quis (University of Bamberg) Labor Market Effects of Tertiary Education Based on Vocational Credentials Sylvi Rzepka (RWI-Essen) How a Universal Music Education Program Affects Time Use and Behavior Adrian Hille (DIW Berlin) Effect Heterogeneity of the 2009 Italian Education Reform Arash Naghavi (University of Konstanz) with Babak Jahanshahi 7 CATANZARO “Magna Graecia” University All You Need is Love… The Effect of Mother’s and Father’s Migration on the Education of Children Left Behind Simona Fiore (University of Bologna) Post-Schooling Outcomes of University Graduates: A Tax Data Linkage Approach Ross Finnie (University of Ottawa) with Dejan Pavlic, Nemanja Jevtovic and Stephen Childs Dynamics of Migration During Education: Evidence from Indonesia Deniz Sumengen (SUNY-Stony Brook) 15:30-17:15 CONTRIBUTED SESSION D1 ROOM: 1 Schools CHAIR: Tom Ahn The Effects of Sickness Absence in School on Educational Achievements, Mortality and Income Daniel Kamhoefer (University of Duisburg-Essen) with Sarah Cattan, Martin Karlsson and Therese Nilsson Destructive Creation: School Turnover and Educational Attainment Nicolas Grau (University of Chile) with Daniel Hojman and Alejandra Mizala School Choice and Segregation: Determinants and Decomposition Thomas Wouters (KU Leuven) NCLB Accountability Pressure, Working Conditions and Student Achievement: Evidence from North Carolina Thomas Ahn (University of Kentucky) with Jacob Vigdor Massimiliano Bratti 15:30-17:15 CONTRIBUTED SESSION D2 ROOM: 2 Skills and Education CHAIR: Katja Goerlitz Fertility, Health and Education of UK Immigrants: The Role of English Language Skill Yu Aoki (University of Aberdeen) with Lualhati Santiago An International Comparison of Earnings Inequality and Skill Distributions Sabina Albrecht (University of Amsterdam) Adult Skills and Labor Market Conditions During Teenage Years: Cross-Country Evidence from ALL and PIAAC Marianne Haraldsvik (NTNU) with Bjarne Strom Do Firms Substitute Workers with Different Skills as a Consequence of a Negative Labor Supply Shock Katja Goerlitz (Free University Berlin) 17:30 - COFFEE BREAK AND FAREWELL 8 .
Recommended publications
  • Explaining Charter School Effectiveness†
    American Economic Journal: Applied Economics 2013, 5(4): 1–27 http://dx.doi.org/10.1257/app.5.4.1 Explaining Charter School Effectiveness† By Joshua D. Angrist, Parag A. Pathak, and Christopher R. Walters* Lottery estimates suggest Massachusetts’ urban charter schools boost achievement well beyond that of traditional urban public schools stu- dents, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools’ embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. JEL H75, I21, I28 ( ) growing body of evidence suggests that urban charter schools have the poten- A tial to generate impressive achievement gains, especially for minority students living in high-poverty areas. In a series of studies using admissions lotteries to iden- tify causal effects, we looked at the impact of charter attendance in Boston and at a Knowledge is Power Program KIPP school in Lynn, Massachusetts Abdulkadiro g˘ lu ( ) ( et al. 2009, 2011; Angrist et al. 2010, 2012 . Boston and Lynn charter middle schools ) increase student achievement by about 0.4 standard deviations per year in math (σ) and about 0.2 per year in English Language Arts ELA . Among high school stu- σ ( ) dents, attendance at a Boston charter school increases student achievement by about 0.3 per year in math and 0.2 per year in ELA.
    [Show full text]
  • Revisiting FAFSA Simplification: Expanding Access to the IRS Data Retrieval Tool
    Revisiting FAFSA Simplification: Expanding Access to the IRS Data Retrieval Tool We describe how the complexity in the FAFSA hinders students’ ability to meet financial aid deadlines and examine the feasibility of using a simplified formula to determine aid eligibility. Authors Key Findings Susan Dynarski is a 1 Applying for federal aid for college is complex and slow. Information professor of public about aid eligibility arrives well after students have made crucial policy, education, decisions about preparation for college. Complexity in the aid process and economics at the undermines the intent of aid, which is to get more students into college. University of Michigan. 2 Efforts to simplify the aid process have fallen short of intent. Mark Wiederspan is 3 Students would benefit from a simplified process that automatically a doctoral candidate determines aid eligibility using tax information. This would allow in higher education students to receive information about aid eligibility early, when they are administration at the making key decisions about college. University of Michigan. 4 We show that a simplified process could closely replicate the current distribution of aid, with a much lower paperwork burden on families and colleges. EPI Policy Brief #1 | May 2015 page 1 A simplified aid application shows promise in determining students’ financial aid eligibility. In June 2014 Senators Lamar Alexander (R-TN) and Michael Bennet (D-CO) co- authored a bill that simplifies applying for financial aid. Based on research by EPI Co-Director Susan Dynarski and Judith Scott-Clayton of Columbia University,1 the bill would reduce the 100-question aid application to a postcard with two questions.
    [Show full text]
  • Dynarski, Joshua Hyman and Diane Whitmore Schanzenbach∗ October 16, 2011
    Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion Susan Dynarski, Joshua Hyman and Diane Whitmore Schanzenbach∗ October 16, 2011 Abstract This paper examines the effect of early childhood investments on college enrollment and degree completion. We use the random assignment in the Project STAR experiment to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually de- tailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We find that assignment to a small class increases the probability of attending college by 2.7 percentage points, with effects more than twice as large among blacks. Among those with the lowest ex ante probability of attending college, the ef- fect is 11 percentage points. Smaller classes increase the likelihood of earning a college degree by 1.6 percentage points and shift students towards high-earning fields such as STEM (science, technology, engineering and mathematics), business and economics. We confirm the standard finding that test score effects fade out by middle school, but show that test score effects at the time of the experiment are an excellent predictor of long- term improvements in postsecondary outcomes. We compare the costs and impacts of this intervention with other tools for increasing postsecondary attainment, such as Head Start and financial aid, and conclude that early investments are no more cost effective than later investments in boosting adult educational attainment. ∗We thank Jayne Zaharias-Boyd of HEROS and the Tennessee Department of Education for allowing the match between the STAR and National Student Clearinghouse data.
    [Show full text]
  • Who Benefits from KIPP?
    Who Benefits from KIPP? Joshua Angrist, MIT Susan Dynarski, University of Michigan Thomas Kane, Harvard Graduate School of Education Parag Pathak, MIT Christopher Walters, MIT Education Policy Initiative Gerald R. Ford School of Public Policy 735 S. State Street Ann Arbor, Michigan 48109 EPI Working Papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by EPI co-Directors. Any opinions, findings, conclusions, or recommendations expressed are those of the author(s) and do not necessarily reflect the view of the Education Policy Initiative or any sponsoring agency. EPI Working Paper 03-2010 | February, 2010 WHO BENEFITS FROM KIPP? Joshua D. Angrist Susan M. Dynarski Thomas J. Kane Parag A. Pathak Christopher R. Walters Originalyl posted as NBER Working Paper #15740 The authors are grateful to Josh Zoia and Esther Vargas at KIPP Academy Lynn and to Carrie Conaway at the Massachusetts Department of Elementary and Secondary Education for data, patience and assistance. We received valuable assistance from Sarah Cohodes and Jon Fullerton. We also thank Eric Bettinger for helpful comments. The views expressed herein are those of the authors and do not necessarily reflect the views of the Education Policy Initiative. © 2010 by Joshua D. Angrist, Susan M. Dynarski, Thomas J. Kane, Parag A. Pathak, and Christopher R. Walters. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Who Benefits from KIPP? Joshua D. Angrist, Susan M. Dynarski, Thomas J.
    [Show full text]
  • College Grants on a Postcard: a Proposal for Simple and Predictable Federal Student Aid
    THE Advancing Opportunity, HAMILTON Prosperity and Growth PROJECT POLICY BRIEF NO. 2007-01 FEBRUARY 2007 College Grants on a Postcard: A Proposal for Simple and Predictable Federal Student Aid EACH YEAR, in an effort to increase college attendance, the federal government provides college aid worth approximately $16 billion through Pell grants and the Hope and Lifetime Learning tax credits. The idea behind this aid is straightforward: more students, especially those from low- and middle-income families, would go to col- lege if they could afford it. But while in theory federal student aid should increase college enrollment, there is scant evidence that the current system does so. It doesn’t have to be this way. Other programs have been effective at increasing college enrollment rates. What distinguishes these programs is that they are simple and deliver information early enough to affect student decisions. In contrast, the federal student aid system puts up a barrier of complicated paperwork and doesn’t tell students how much aid they are eligible for until after they have had to decide whether to apply to college. In a discussion paper for The Hamilton Project, Susan M. Dynarski and Judith Scott-Clayton of Harvard University propose a dramatically simplified aid process that could increase college enrollment by as much as 7.4 percentage points among the grant-eligible population. Under their proposal, students could determine their grant aid eligibility by consulting a simple table that is small enough to fit on a postcard. The application process would be as easy as checking a box on the family’s regular tax returns.
    [Show full text]
  • Financial Aid Policy: Lessons from Research
    Financial Aid Policy: Lessons from Research Susan M. Dynarski, University of Michigan Judith Scott-Clayton, Teachers College Education Policy Initiative Gerald R. Ford School of Public Policy 735 S. State Street Ann Arbor, Michigan 48109 EPI Working Papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by EPI co-Directors. Any opinions, findings, conclusions, or recommendations expressed are those of the author(s) and do not necessarily reflect the view of the Education Policy Initiative or any sponsoring agency. EPI Working Paper 02-2013 | January, 2013 FINANCIAL AID POLICY: LESSONS FROM RESEARCH Susan Dynarski Judith Scott-Clayton Originally posted as NBER Working Paper #18710 Funding for this research provided by The Future of Children, a collaboration of the Woodrow Wilson School of Public & International Affairs at Princeton University and the Brookings Institution" and the Bill & Melinda Gates Foundation. The views expressed herein are those of the authors and do not necessarily reflect the views of the Education Policy Initiative. © 2013 by The Trustees of Princeton University, circulated with permission. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Financial Aid Policy: Lessons from Research Susan Dynarski and Judith Scott-Clayton January 2013 ABSTRACT In the nearly fifty years since the adoption of the Higher Education Act of 1965, financial aid programs have grown in scale, expanded in scope, and multiplied in form. As a result, financial aid has become the norm among college enrollees.
    [Show full text]
  • Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion
    Experimental Evidence on the E↵ect of Childhood Investments on Postsecondary Attainment and Degree Completion Susan Dynarski, Joshua Hyman and Diane Whitmore Schanzenbach⇤ October 16, 2011 Abstract This paper examines the e↵ect of early childhood investments on college enrollment and degree completion. We use the random assignment in the Project STAR experiment to estimate the e↵ect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually de- tailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We find that assignment to a small class increases the probability of attending college by 2.7 percentage points, with e↵ects more than twice as large among blacks. Among those with the lowest ex ante probability of attending college, the e↵ect is 11 percentage points. Smaller classes increase the likelihood of earning a college degree by 1.6 percentage points and shift students towards high-earning fields such as STEM (science, technology, engineering and medicine), business and economics. We confirm the standard finding that test score e↵ects fade out by middle school, but show that test score e↵ects at the time of the experiment are an excellent predictor of long-term improvements in postsecondary outcomes. We compare the costs and impacts of this in- tervention with other tools for increasing postsecondary attainment, such as Head Start and financial aid, and conclude that early investments are no more cost e↵ective than later investments in boosting adult educational attainment.
    [Show full text]
  • Download Curriculum Vitae
    JUDITH SCOTT-CLAYTON TEACHERS COLLEGE, COLUMBIA UNIVERSITY / COMMUNITY COLLEGE RESEARCH CENTER 525 W. 120TH ST., BOX 174 ∙ NEW YORK, NEW YORK 10027 TEL: (212) 678-3478 ∙ E-MAIL: [email protected] ∙ Twitter: @jscottclayton URL: http://www.tc.columbia.edu/academics/?facid=js3676 EMPLOYMENT 2015 – present TEACHERS COLLEGE, COLUMBIA UNIVERSITY, Associate Professor of Economics and Education, Dept. of Education Policy and Social Analysis 2009 – 2015 TEACHERS COLLEGE, COLUMBIA UNIVERSITY, Assistant Professor 2009 – present COMMUNITY COLLEGE RESEARCH CENTER, Senior Research Scholar PROFESSIONAL APPOINTMENTS 2011 – present NATIONAL BUREAU OF ECONOMIC RESEARCH, Research Associate since 2017 2015 – present EDUCATION FINANCE AND POLICY, Editorial Board 2016 – present EDUCATIONAL EVALUATION AND POLICY ANALYSIS, Editorial Board EDUCATION 2009 HARVARD KENNEDY SCHOOL OF GOVERNMENT, Ph.D. in Public Policy 2000 WELLESLEY COLLEGE, B.A., Sociology (Economics minor) summa cum laude 1999 LONDON SCHOOL OF ECONOMICS, General Course (visiting student) TEACHING & ADMINISTRATION Program Director, Economics & Education MA, EdM & PhD programs. Teaching: Economics of Education, Causal Methods for Education Policy Research, Applied Labor Economics GRANTS & FELLOWSHIPS 2015 Spencer Foundation Grant #201500101 ($50,000) “Financial Aid, Debt Management, and Socioeconomic Outcomes” 2011-2016 IES Center for the Analysis of Postsecondary Education and Employment (CAPSEE) ($10,000,000; PI: Thomas Bailey, my projects ~ $760,000 of total) 2012-2013 AERA Research
    [Show full text]
  • Joshua D. Angrist (01/2021)
    Joshua D. Angrist (01/2021) Current Positions Ford Professor of Economics, MIT, from July 2008. Professor, MIT Economics Department, July 1998-2008. Research Associate, National Bureau of Economic Research, from 1994. Co-Director, MIT School Effectiveness and Inequality Initiative, from Fall 2011. Previous Positions Wesley Clair Mitchell Visiting Professor, Department of Economics, Columbia, Fall 2018. Visiting Professor, Harvard Lab for Economic Applications and Policy, 2011-12. Lady Davis Fellow, Hebrew University, 2004-05. Associate Professor, MIT Economics Department, 1996-98. Associate Professor, Hebrew University Economics Department, 1995-96. Visiting Associate Professor, MIT Economics Department, 1994-95. Senior Lecturer in Economics, Hebrew University Economics Department, 1991-95. Assistant Professor, Harvard University Economics Department, 1989-91. Faculty Research Fellow, National Bureau of Economic Research, 1989-94. Education Ph.D., Economics, Princeton University, October 1989. M.A., Economics, Princeton University, May 1987. B.A., Economics with Highest Honors, Oberlin College, June 1982. Teaching, Professional Service, and Public Service Teaching, Graduate Econometrics, Columbia, Fall 2018; Graduate and Undergraduate Labor Economics and Econometrics, MIT, 1994-95, 1996-2004, 2005-20; Graduate Econometrics and Graduate and Undergraduate Labor Economics, Hebrew University, 1991-96; Graduate Labor Economics and Undergraduate Econometrics courses, Harvard University, 1989-91. Referee, Addison-Wesley, American Economic Review,
    [Show full text]
  • Quasi-Experimental Evaluation of Alternative Sample Selection Corrections∗
    Quasi-Experimental Evaluation of Alternative Sample Selection Corrections∗ Robert Garlicky and Joshua Hymanz February 3, 2021 Abstract Researchers routinely use datasets where outcomes of interest are unobserved for some cases, potentially creating a sample selection problem. Statisticians and econometricians have proposed many selection correction methods to address this challenge. We use a nat- ural experiment to evaluate different sample selection correction methods' performance. From 2007, the state of Michigan required that all students take a college entrance exam, increasing the exam-taking rate from 64 to 99% and largely eliminating selection into exam-taking. We apply different selection correction methods, using different sets of co- variates, to the selected exam score data from before 2007. We compare the estimated coefficients from the selection-corrected models to those from OLS regressions using the complete exam score data from after 2007 as a benchmark. We find that less restrictive semiparametric correction methods typically perform better than parametric correction methods but not better than simple OLS regressions that do not correct for selection. Performance is generally worse for models that use only a few discrete covariates than for models that use more covariates with less coarse distributions. Keywords: education, sample selection, selection correction models, test scores ∗We thank Susan Dynarski, John Bound, Brian Jacob, and Jeffrey Smith for their advice and support. We are grateful for helpful conversations with Peter Arcidiacono, Eric Brunner, Sebastian Calonico, John DiNardo, Michael Gideon, Shakeeb Khan, Matt Masten, Arnaud Maurel, Stephen Ross, Kevin Stange, Caroline Theoharides, Elias Walsh, and seminar participants at AEFP, Econometric Society North American Summer Meetings, Michigan, NBER Economics of Education, SOLE, and Urban Institute.
    [Show full text]
  • An Economist's Perspective on Student Loans in the United States
    ES Working Paper Series, September 2014 An Economist’s Perspective on Student Loans in the United States Susan Dynarski, Professor, University of Michigan; Nonresident Senior Fellow, the Brookings Institution; Faculty Research Associate, National Bureau of Economic Research Abstract In this paper, I provide an economic perspective on policy issues related to student debt in the United States. I lay out the economic rationale for government provision of student loans and summarize time trends in student borrowing. I describe the structure of the US loan market, which is a joint venture of the public and private sectors. I then turn to three topics that are central to the policy discussion of student loans: whether there is a student debt crisis, the costs and benefits of interest subsidies, and the suitability of an income-based repayment system for student loans in the US. I close with a discussion of the gaps in the data required to fully analyze and steer student-loan policy. * Comments welcome: [email protected]. This paper was prepared for the 2014 East-West Center/Korean Development Institute Conference on a New Direction in Human Capital Policy. This research was partially supported by a grant from the Spencer Foundation. All views and errors are my own. I. Introduction Forty million people in the United States hold student debt totaling $1 trillion. While other forms of consumer credit declined during the Great Recession (see Figure 1), student debt continued to rise. As a result, student loans are now, after mortgages, the largest source of household debt, outstripping credit cards and auto loans.
    [Show full text]
  • Case 1:14-Cv-14176-ADB Document 531 Filed 09/06/18 Page 1 of 29
    Case 1:14-cv-14176-ADB Document 531 Filed 09/06/18 Page 1 of 29 IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS BOSTON DIVISION STUDENTS FOR FAIR ADMISSIONS, INC., Plaintiff, v. Civil Action No. 1:14-cv-14176-ADB PRESIDENT AND FELLOWS OF HARVARD Leave To File Granted On September 6, 2018 COLLEGE (HARVARD CORPORATION), Defendant. AMENDED BRIEF OF PROFESSORS OF ECONOMICS AS AMICI CURIAE IN SUPPORT OF DEFENDANT DEREK T. HO (BBO # 652627) BRADLEY E. OPPENHEIMER MINSUK HAN KELLOGG, HANSEN, TODD, FIGEL & FREDERICK, P.L.L.C. 1615 M Street, N.W., Suite 400 Washington, D.C. 20036 (202) 326-7900 Counsel for Amici Curiae September 6, 2018 Case 1:14-cv-14176-ADB Document 531 Filed 09/06/18 Page 2 of 29 TABLE OF CONTENTS Page TABLE OF AUTHORITIES .......................................................................................................... ii INTEREST OF AMICI CURIAE ....................................................................................................1 SUMMARY OF ARGUMENT ......................................................................................................2 BACKGROUND ............................................................................................................................3 I. Basic Principles Of Regression Analysis ................................................................3 II. The Experts’ Regression Analyses In This Litigation ............................................6 ARGUMENT ...................................................................................................................................7
    [Show full text]