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Author: Regan, Tracy Lynn

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1.	Locay, Luis Regan, Tracy Lynn Diamond, Arthur M., Jr.
1.	The Effects of Spanish-Language Background on Completed Schooling and Aptitude Test Scores Working Paper No. 0710, Department of Economics, University of Miami, June 2009 Cohort(s): NLSY79 Publisher: Department of Economics, University of Miami Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Educational Attainment; Ethnic Groups/Ethnicity; Family Background and Culture; Family Influences; Hispanic Youth; Hispanics; Home Environment; Human Capital; Immigrants; Intergenerational Patterns/Transmission; Language Development Permission to reprint the abstract has not been received from the publisher. We investigate the effect of speaking Spanish at home as a child on completed schooling and aptitude test scores using data from the NLSY79 on Hispanics who grew up in the U.S. We model the accumulation of traditional human capital and English fluency, leading to the joint determination of schooling and test scores. We find that speaking Spanish at home reduces test scores but has no significant effect on completed schooling. The reduction in test scores: 1) increases in magnitude in three of the tests when the parents are more educated; 2) is much more dramatic when the choice of home language is made endogenous; and 3) is not systematically greater for the verbal than for the math tests.
	Bibliography Citation Locay, Luis, Tracy Lynn Regan and Arthur M. Diamond. "The Effects of Spanish-Language Background on Completed Schooling and Aptitude Test Scores." Working Paper No. 0710, Department of Economics, University of Miami, June 2009.

2.	Locay, Luis Regan, Tracy Lynn Diamond, Arthur M., Jr.
2.	The Effects of Spanish-Language Background on Completed Schooling and Aptitude Test Scores Economic Inquiry 51,1 (January 2013): 527-562. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1465-7295.2012.00458.x/abstract Cohort(s): NLSY79 Publisher: Wiley Online Keyword(s): Aptitude; Armed Services Vocational Aptitude Battery (ASVAB); Educational Attainment; Hispanic Youth; Hispanics; Home Environment; Human Capital; Schooling Permission to reprint the abstract has not been received from the publisher. We investigate the effect of speaking Spanish at home as a child on completed schooling and aptitude test scores using data from the NLSY79 on Hispanics who grew up in the United States. We model the accumulation of traditional human capital and English fluency, leading to the joint determination of schooling and test scores. We find that speaking Spanish at home reduces test scores, but has no significant effect on completed schooling. The reduction in test scores (1) increases in magnitude in three of the tests when the parents are more educated; (2) is much more dramatic when the choice of home language is made endogenous; and (3) is not systematically greater for the verbal than for the math tests. (JEL I20, J15)
	Bibliography Citation Locay, Luis, Tracy Lynn Regan and Arthur M. Diamond. "The Effects of Spanish-Language Background on Completed Schooling and Aptitude Test Scores." Economic Inquiry 51,1 (January 2013): 527-562.

3.	Regan, Tracy Lynn
3.	Microeconomic Essays on Market Entry, Optimal Education, and Measured Experience Ph.D. Dissertation, The University of Arizona, 2003 Cohort(s): NLSY79 Publisher: UMI - University Microfilms, Bell and Howell Information and Learning Keyword(s): Armed Forces Qualifications Test (AFQT); Earnings; Educational Attainment; Family Background and Culture; Gender Differences; Human Capital; Labor Force Participation; Panel Study of Income Dynamics (PSID); Schooling; Skills; Wage Gap; Wage Levels; Wages; Work Experience; Work Histories This dissertation consists of three essays in applied microeconomics. The first essay investigates the effects of generic entry on post-patent price competition in the prescription drug market using NDC Health data on 18 oral solids that lost their patent sometime between February 1998 and 2002. I am able to characterize the impact of endogenous generic entry on branded and generic prices, conditional on payment type (i.e., cash, Medicaid, third party). Based on the findings in this paper, the overall, long-term impacts of the 1984 Drug Price Competition and Patent Term Restoration Act (Waxman-Hatch Act) are yet to be determined. The second essay develops a theoretical model of earnings where human capital is the central explanatory variable. The analysis and estimation strategy stems from the Mincerian simple schooling model. Human capital investments (i.e., schooling) are incorporated into a model based on individual wealth maximization. We utilize the conventional economic models of supply and demand to derive an optimal level of schooling function. Using the NLSY79, we stratify our sample into one-year work experience intervals for 1985 data from the NLSY79 and the PSID and extend our findings to a data set in which actual measures of work experience are not available
	Bibliography Citation Regan, Tracy Lynn. Microeconomic Essays on Market Entry, Optimal Education, and Measured Experience. Ph.D. Dissertation, The University of Arizona, 2003.

4.	Regan, Tracy Lynn Oaxaca, Ronald L.
4.	Work Experience as a Source of Specification Error in Earnings Models: Implications for Gender Wage Decompositions Journal of Population Economics 22,2 (April 2009): 463-499. Also: http://www.springerlink.com/content/fl15x021552ku124/ Cohort(s): NLSY79 Publisher: Springer Keyword(s): Gender Differences; Labor Force Participation; Panel Study of Income Dynamics (PSID); Wage Gap; Wages; Work Experience Permission to reprint the abstract has not been received from the publisher. This paper models the bias from using potential vs actual experience in log wage models. The nature of the problem is best viewed as specification error as opposed to classical errors-in-variables. We correct for the discrepancy between potential and actual work experience and create a predicted measure of work experience. We use the 1979 National Longitudinal Survey of Youth and the Panel Study of Income Dynamics and extend our findings to the Integrated Public Use Microdata Sample. Our results suggest that potential experience biases the effects of schooling and the rates of return to labor market experience. Using such a measure in earnings models underestimates the explained portion of the male-female wage gap. We are able to separately identify the decomposition biases associated with incorrect experience measures and biased parameter estimates.
	Bibliography Citation Regan, Tracy Lynn and Ronald L. Oaxaca. "Work Experience as a Source of Specification Error in Earnings Models: Implications for Gender Wage Decompositions." Journal of Population Economics 22,2 (April 2009): 463-499.

5.	Regan, Tracy Lynn Oaxaca, Ronald L. Burghardt, Galen
5.	A Human Capital Model of the Effects of Ability and Family Background on Optimal Schooling Levels Economic Inquiry 45,4 (October 2007): 721-738. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1465-7295.2007.00058.x/abstract Cohort(s): NLSY79 Publisher: Western Economic Association International Keyword(s): Earnings; Education; Educational Attainment; Family Background and Culture; Human Capital; Modeling; Occupational Choice; Schooling; Skills; Wage Levels; Wealth; Work Experience This paper develops a theoretical model of optimal schooling levels where ability and family background are the central explanatory variables. We derive schooling demand and supply functions based on individual wealth maximization. Using the National Longitudinal Survey of Youth 1979 data, we stratify our sample into 1-year full-time equivalent (FTE) work experience cohorts for 1985-1989. The estimated Mincerian "overtaking" cohort (the years of work experience at which individuals' observed earnings approximately equal what they would have been based on schooling and ability alone) corresponds to 13 FTE years of experience, yielding on average a rate of return of 10.3% and an average (optimal) 11.4 yr of schooling.
	Bibliography Citation Regan, Tracy Lynn, Ronald L. Oaxaca and Galen Burghardt. "A Human Capital Model of the Effects of Ability and Family Background on Optimal Schooling Levels." Economic Inquiry 45,4 (October 2007): 721-738.

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