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Author: Imberman, Scott Andrew
Resulting in 2 citations.
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Imberman, Scott Andrew |
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Are There Returns to Attending a Private College or University? Working Paper, Social Science Research Network, July 2006. Also: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=975492 Cohort(s): NLSY79 Publisher: Social Science Electronic Publishing, Inc. Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); College Education; Earnings; Family Influences; Geographical Variation; High School; High School and Beyond (HSB); National Longitudinal Study of the High School Class of 1972 (NLS72); School Characteristics/Rating/Safety; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. Strains on the Federal budget have created worries that Federal funding of aid for higher education will fall in the future. If this happens, state governments will need to try to allocate their higher education spending more efficiently. One possible way to do this would be to shift funding away from public provision towards demand-side subsidies so that more students could attend private colleges. However, this will only work if private colleges provide benefits to students over public. I use highly detailed and rich data sets to assess whether there are benefits to attending private colleges over public ones. Taking my estimates to be upper bounds, while the returns for men are positive, I find little evidence of any wage returns for women. These results do not appear to be driven by differences between public and private students in labor force participation, or unemployment, although the estimate for bachelor degree completion is positive and significant for both genders. Thus, I find that women are no worse off at a public college than a private one. |
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Bibliography Citation
Imberman, Scott Andrew. "Are There Returns to Attending a Private College or University?" Working Paper, Social Science Research Network, July 2006. |
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Imberman, Scott Andrew |
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Essays on the Economics of Education Ph.D. Dissertation, Department of Economics, University of Maryland, 2008 Cohort(s): NLSY79 Publisher: Department of Economics, University of Maryland Keyword(s): Armed Forces Qualifications Test (AFQT); Armed Services Vocational Aptitude Battery (ASVAB); College Education; Educational Attainment; Educational Outcomes; Family Influences; Geographical Variation; School Characteristics/Rating/Safety Permission to reprint the abstract has not been received from the publisher. Part I: Charter schools are publicly funded schools that, in exchange for expanded accountability, receive more autonomy and experience fewer regulations than traditional public schools. Previous work has found mixed evidence on the impacts of charter schools on both charter and non-charter students. However, these studies focus almost exclusively on test scores and may not fully account for endogenous movements of students and location of schools. Using data from an anonymous large urban school district, I investigate how charter schools affect both charter and noncharter students. In the first chapter I look at the effects of charter schools on charter students. I find that charter schools generate improvements in student behavior and attendance but the effects on test scores differ by subject. These results change little after correcting for selection based on changes in outcomes, endogenous attrition, or persistence. In the second chapter I investigate whether charters affect students who remain in non-charter schools. I find little evidence of charter school impacts on non-charter students. However I also find evidence that regressions using school fixed-effects may be biased. Changes in peer characteristics do not appear to play a large role in the charter impacts. |
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Bibliography Citation
Imberman, Scott Andrew. Essays on the Economics of Education. Ph.D. Dissertation, Department of Economics, University of Maryland, 2008. |