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Author: Aucejo, Esteban M.

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1.	Arcidiacono, Peter Aucejo, Esteban M. Maurel, Arnaud Ransom, Tyler
1.	College Attrition and the Dynamics of Information Revelation NBER Working Paper No. 22325, National Bureau of Economic Research, June 2016. Also: http://www.nber.org/papers/w22325 Cohort(s): NLSY97 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Attrition; College Enrollment; College Graduates; College Major/Field of Study/Courses; Grade Point Average (GPA)/Grades; Test Scores/Test theory/IRT; Wages This paper investigates the role played by informational frictions in college and the workplace. We estimate a dynamic structural model of schooling and work decisions, where individuals have imperfect information about their schooling ability and labor market productivity. We take into account the heterogeneity in schooling investments by distinguishing between two- and four-year colleges, graduate school, as well as science and non-science majors for four-year colleges. Individuals may also choose whether to work full-time, part-time, or not at all. A key feature of our approach is to account for correlated learning through college grades and wages, whereby individuals may leave or re-enter college as a result of the arrival of new information on their ability and productivity. Our findings indicate that the elimination of informational frictions would increase the college graduation rate by 9 percentage points, and would increase the college wage premium by 32.7 percentage points through increased sorting on ability.
	Bibliography Citation Arcidiacono, Peter, Esteban M. Aucejo, Arnaud Maurel and Tyler Ransom. "College Attrition and the Dynamics of Information Revelation." NBER Working Paper No. 22325, National Bureau of Economic Research, June 2016.

2.	Arcidiacono, Peter Aucejo, Esteban M. Maurel, Arnaud Ransom, Tyler
2.	College Attrition and the Dynamics of Information Revelation IZA Institute of Labor Economics (2023 November). Also: https://www.jstor.org/stable/resrep57219 Cohort(s): NLSY97 Publisher: IZA Institute of Labor Economics Keyword(s): Academic Development; Achievement; College Degree; College Dropouts; College Education; College Graduates; Higher Education; Income; Informational Friction; Schooling, Post-secondary; Wages Permission to reprint the abstract has not been received from the publisher. We examine how informational frictions impact schooling and work outcomes. To do so, we estimate a dynamic structural model where individuals face uncertainty about their academic ability and productivity, which respectively determine their schooling utility and wages. Our framework accounts for heterogeneity in college types and majors, as well as occupational search frictions and work hours. Individuals learn from grades and wages in a correlated manner and may change their choices as a result. Removing informational frictions would increase the college graduation rate by 4.4 percentage points, which would increase further by 2 percentage points in the absence of search frictions. Providing students with full information about their abilities would also result in large increases in the college and white-collar wage premia, while reducing the college graduation gap by family income.
	Bibliography Citation Arcidiacono, Peter, Esteban M. Aucejo, Arnaud Maurel and Tyler Ransom. "College Attrition and the Dynamics of Information Revelation." IZA Institute of Labor Economics (2023 November).

3.	Aucejo, Esteban M.
3.	Explaining Cross-Racial Differences in the Educational Gender Gap Discussion Paper No. 1220, Centre for Economic Performance, London School of Economics, May 2013 Cohort(s): NLSY97 Publisher: Centre for Economic Performance, London School of Economics & Political Science Keyword(s): College Enrollment; Educational Attainment; Gender Differences; Noncognitive Skills; Racial Differences Permission to reprint the abstract has not been received from the publisher. The sizable gender gap in college enrollment, especially among African Americans, constitutes a puzzling empirical regularity that may have serious consequences on marriage markets, male labor force participation and the diversity of college campuses. For instance, only 35.7 percent of all African American undergraduate students were men in 2004. Reduced form results show that, while family background covariates cannot account for the observed gap, proxy measures for non-cognitive skills are crucial to explain it. Moreover, a sequential model of educational attainment indicates that males have actually higher preferences for education than females after controlling for latent factors (i.e. cognitive and non-cognitive skills). The model also shows that cognitive skills strongly affect the decision to move from one school level to the next, especially after finishing high school, but cannot account for disparities between genders. On the contrary, the substantial differences in the distribution of non-cognitive skills between males and females make these abilities critical to explain the gender gap in educational attainment across and within races. [Paper also presented at the Consumer Analyst Group Europe (CAGE) 2014 Annual Conference, London, March 2014.]
	Bibliography Citation Aucejo, Esteban M. "Explaining Cross-Racial Differences in the Educational Gender Gap." Discussion Paper No. 1220, Centre for Economic Performance, London School of Economics, May 2013.

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