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In recent years, commercial banking in the United States has experienced a decline in its traditional business of financing loans by issuing deposits. Simultaneously, banks have become more involved in nontraditional activities that provide financial services and generate fee income. As a result, real aggregate noninterest income has risen relative to income from traditional activities. This paper examines features common to banks that are heavily engaged in nontraditional areas. The empirical analysis suggests that these banks tend to be larger, have smaller net interest margins, have relatively fewer core deposits, and exhibit less risk. These findings have intuitive appeal and conform to conventional wisdom; while larger banks have fewer core deposits and face more competitive interest rate conditions, resulting in narrow spreads from traditional intermediation, they have more diverse sources of revenue and greater access to financial markets, which reduces risk.

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This study provides a long-term assessment of economic education by examining an individual's decision to have a bank account. Using the results of a nationwide telephone survey, high school courses in economics and business reduced the probability that an adult was unbanked, ceteris paribus. In addition, adults who demonstrated a higher level of understanding of basic economic concepts were less likely to be unbanked. The results indicated that an individual's understanding of the economic system was as important as formal coursework in explaining access to basic financial services.The ultimate goal of all high school economic education programs is to enhance the economic and financial literacy of our citizenry. Historically, research on the effectiveness of these programs has focused on measures of learning resulting from formal coursework. Although this is a generally accepted method of assessment for educational programs of all types, this traditional classroom-centric approach ignores the long-run effects of how individuals apply what they learn to their daily lives after completion of a program of study. A more comprehensive evaluation of the effectiveness of economic education programs, at any level, should include the assessment of how participants apply their economic learning to their observed choices and behaviors long after leaving the classroom (Allgood et al. 2004).

Proponents of educational reform often call for policies to increase competition between schools. It is argued that market forces naturally lead to greater efficiencies, including improved student learning, when schools face competition. In many parts of the country, public schools experience significant competition from private schools; however, the literature is not clear as to whether public versus private competition generates significant improvements in technical efficiency. A major hurdle for researchers examining this issue is determining a workable definition of competition by which they can measure the degree of competition within local markets. I address this challenge by developing a School Competition Index (SCI) for Mississippi through implementation of several Geographical Information System (GIS) tools. The SCI reveals the degree of competition for each public school based on their spatial location relative to peer private schools operating within their service area. GIS is a unique way to measure the degree of competition among public schools and private schools. Including components of market structure is not sufficient to measure the effects of competition in a market; market characteristics, which vary between locations, are also important. Market Template Created By: James Nail 2010 characteristics such as, religiosity, school location, and social capital are used in this dissertation as exogenous variables. Two stage stochastic frontier analysis and single equation stochastic frontier analysis are both employed to evaluate school efficiency.This dissertation finds that higher degrees of competition from private schools significantly increase public elementary school efficiency, as measured by the proficiency rates in different examinations. At the same time, competition from private schools does not improve public high schools efficiency. The results suggest that a ruralurban student academic achievement gap persists, and that community social capital stock is also important to some extent. Regardless of model or estimation procedure, students' race and socio-economic status significantly reduce public school efficiency. It is anticipated that the current results will inform policymakers regarding the viability of competition-based reforms after considering all these factors.