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Author: Lovenheim, Michael F.

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1.	Lovenheim, Michael F.
1.	Does Federal Financial Aid Affect College Enrollment? Evidence from Drug Offenders and the Higher Education Act of 1998 NBER Working Paper No. 18749, National Bureau of Economic Research, February 2013. Also: http://www.nber.org/papers/w18749 Cohort(s): NLSY97 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Arrests; College Enrollment; Drug Use; Educational Outcomes; Financial Assistance In 2001, amendments to the Higher Education Act made people convicted of drug offenses ineligible for federal financial aid for up to two years after their conviction. Using rich data on educational outcomes and drug charges in the NLSY 1997, we show that this law change had a large negative impact on the college attendance of students with drug convictions. On average, the temporary ban on federal financial aid increased the amount of time between high school graduation and college enrollment by about two years, and we also present suggestive evidence that affected students were less likely to ever enroll in college. Students living in urban areas and those whose mothers did not attend college appear to be the most affected by these amendments. Importantly, we do not find that the law deterred young people from committing drug felonies nor did it substantively change the probability that high school students with drug convictions graduated from high school. We find no evidence of a change in college enrollment of students convicted of non-drug crimes, or of those charged by not convicted of drug offenses. In contrast to much of the existing research, we conclude that, for this high-risk group of students, eligibility for federal financial aid strongly impacts college investment decisions.
	Bibliography Citation Lovenheim, Michael F. "Does Federal Financial Aid Affect College Enrollment? Evidence from Drug Offenders and the Higher Education Act of 1998." NBER Working Paper No. 18749, National Bureau of Economic Research, February 2013.

2.	Lovenheim, Michael F. Owens, Emily G.
2.	Does Federal Financial Aid Affect College Enrollment? Evidence from Drug Offenders and the Higher Education Act of 1998 Journal of Urban Economics 81 (May 2014): 1-13. Also: http://www.sciencedirect.com/science/article/pii/S0094119014000096 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Arrests; College Enrollment; Drug Use; Educational Attainment; Financial Assistance In 2001, amendments to the Higher Education Act made people convicted of drug offenses ineligible for federal financial aid for up to two years after their conviction. Using rich data on educational outcomes and drug charges in the NLSY 1997, we show that this law change had a large negative impact on the college attendance of students with drug convictions. On average, the temporary ban on federal financial aid increased the amount of time between high school graduation and college enrollment by about two years, and we also present suggestive evidence that affected students were less likely to ever enroll in college. Students living in urban areas are the most affected by these amendments. Importantly, we do not find that the law deterred young people from committing drug felonies nor did it substantively change the probability that high school students with drug convictions graduated from high school. We find no evidence of a change in college enrollment of students convicted of non-drug crimes, or of those charged by not convicted of drug offenses. In contrast to much of the existing research, we conclude that, for this high-risk group of students, eligibility for federal financial aid strongly impacts college investment decisions.
	Bibliography Citation Lovenheim, Michael F. and Emily G. Owens. "Does Federal Financial Aid Affect College Enrollment? Evidence from Drug Offenders and the Higher Education Act of 1998." Journal of Urban Economics 81 (May 2014): 1-13.

3.	Lovenheim, Michael F. Reynolds, C. Lockwood
3.	Changes in Postsecondary Choices by Ability and Income: Evidence from the National Longitudinal Surveys of Youth Journal of Human Capital 5,1 (Spring 2011): 70-109. Also: http://www.jstor.org/pss/10.1086/660123 Cohort(s): NLSY79, NLSY97 Publisher: University of Chicago Press Keyword(s): Armed Forces Qualifications Test (AFQT); College Education; Gender Differences; High School Completion/Graduates; Higher Education; Income Level We characterize changes over time in the choices high school graduates make concerning 2-year attendance, 4-year attendance, and college nonattendance across the joint income and ability distribution. We find that college nonattendance decreased substantially between cohorts for both men and women and that these declines were larger for higher-ability students. On the 2-year/4-year margin, there is evidence of growing ability constraints among women. Furthermore, income has become more important among higher-ability men, and increases in 2-year attendance among high-ability but low-income men come at the expense of 4-year college enrollment. State-level college costs explain little of the changes we document.
	Bibliography Citation Lovenheim, Michael F. and C. Lockwood Reynolds. "Changes in Postsecondary Choices by Ability and Income: Evidence from the National Longitudinal Surveys of Youth." Journal of Human Capital 5,1 (Spring 2011): 70-109.

4.	Lovenheim, Michael F. Reynolds, C. Lockwood
4.	The Effect of Housing Wealth on College Choice: Evidence from the Housing Boom NBER Working Paper No. 18075, National Bureau of Economic Research, May 2012. Also: http://www.nber.org/papers/w18075 Cohort(s): NLSY97 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Assets; College Characteristics; College Enrollment; Colleges; Wealth The higher education system in the United States is characterized by a large degree of quality heterogeneity, and there is a growing literature suggesting students attending higher quality universities have better educational and labor market outcomes. In this paper, we use NLSY97 data combined with the difference in the timing and strength of the housing boom across cities to examine how short-run home price growth affects the quality of postsecondary schools chosen by students. Our findings indicate a $10,000 increase in a family’s housing wealth in the four years prior to a student becoming of college-age increases the likelihood she attends a flagship public university relative to a non-flagship public university by 2.0 percent and decreases the relative probability of attending a community college by 1.6 percent. These effects are driven by relatively lower and middle-income families. We show that these changes are due to the effect of housing wealth on where students apply, not on whether they are admitted. We also find that short-run increases in home prices lead to increases in direct quality measures of the institutions students attend. Finally, for the lower-income sample, we find home price increases reduce student labor supply and that each $10,000 increase in home prices is associated with a 1.8% increase in the likelihood of completing college.
	Bibliography Citation Lovenheim, Michael F. and C. Lockwood Reynolds. "The Effect of Housing Wealth on College Choice: Evidence from the Housing Boom." NBER Working Paper No. 18075, National Bureau of Economic Research, May 2012.

5.	Lovenheim, Michael F. Reynolds, C. Lockwood
5.	The Effect of Housing Wealth on College Choice: Evidence from the Housing Boom Journal of Human Resources 48,1 (Winter 2013): 1-35. Also: http://jhr.uwpress.org/content/48/1/1.short Cohort(s): NLSY97 Publisher: University of Wisconsin Press Keyword(s): College Characteristics; College Graduates; Wealth We use NLSY97 data to examine how home price variation affects the quality of postsecondary schools students attend. We find a $10,000 increase in housing wealth increases the likelihood of public flagship university enrollment relative to nonflagship enrollment by 2.0 percent and decreases the relative probability of attending a community college by 1.6 percent. These effects are driven by lower-income families, predominantly by altering student application decisions. We also find home price changes affect direct quality measures of institutions students attend. Furthermore, for lower-income students, each $10,000 increase in home prices leads to a 1.8 percent increase in the likelihood of completing college.
	Bibliography Citation Lovenheim, Michael F. and C. Lockwood Reynolds. "The Effect of Housing Wealth on College Choice: Evidence from the Housing Boom." Journal of Human Resources 48,1 (Winter 2013): 1-35.

6.	Lovenheim, Michael F. Willen, Alexander
6.	The Long-Run Effects of Teacher Collective Bargaining Presented: Chicago IL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2017 Cohort(s): NLSY79 Publisher: Association for Public Policy Analysis and Management (APPAM) Keyword(s): American Community Survey; Cognitive Ability; Collective Bargaining; Noncognitive Skills; Teachers/Faculty Permission to reprint the abstract has not been received from the publisher. This paper presents the first analysis of the effect of teacher collective bargaining on long-run labor market and educational attainment outcomes. Our analysis exploits the different timing across states in the passage of duty-to-bargain laws in a difference-in-difference framework to identify how exposure to teacher collective bargaining affects the long-run outcomes of students. Using American Community Survey (ACS) data linked to each respondent's state of birth, we examine labor market outcomes and educational attainment for 35-49 year olds. Our estimates suggest that teacher collective bargaining worsens the future labor market outcomes of students: living in a state that has a duty-to-bargain law for all 12 grade-school years reduces earnings by $800 (or 2%) per year and decreases hours worked by 0.50 hours per week. The earnings estimate indicates that teacher collective bargaining reduces earnings by $199.6 billion in the US annually. We also find evidence of lower employment rates, which is driven by lower labor force participation, as well as reductions in the skill levels of the occupations into which workers sort. The effects are driven by men and nonwhites, who experience larger relative declines in long-run outcomes. Using data from the 1979 National Longitudinal Survey of Youth, we demonstrate that collective bargaining leads to sizable reductions in measured cognitive and non-cognitive skills among young adults. Taken together, our results suggest laws that support collective bargaining for teachers have adverse long-term labor market consequences for students. Note: Also presented at American Economic Association Annual Meeting, Philadelphia, PA, January 2018.
	Bibliography Citation Lovenheim, Michael F. and Alexander Willen. "The Long-Run Effects of Teacher Collective Bargaining." Presented: Chicago IL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2017.

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