Are Some Degrees Worth More than Others? Evidence from college admission cutoffs in Chile

Hastings, Justine S.; Neilson, Christopher; Zimmerman, Seth

doi:10.3386/w19241

Cited by 191 publications

(177 citation statements)

References 26 publications

Supporting

Mentioning

156

Contrasting

Unclassified

Order By: Relevance

“…In their recent review of the literature Altonji et al (2012) state that "given the complexity and pitfalls of estimation based on dynamic structural models, we expect careful studies using IV strategies or OLS with rich controls to continue to play a critical role in the literature going forward". To the best of our knowledge, the only papers using an instrumental variable or a regression discontinuity approach to deal with selection into fields of study are Berger (1988) and Hastings et al (2013). While Berger is mainly interested in estimating the impact of expected future earnings on subject choice, the author investigates also the wage returns to fields of study in the US.…”

Section: Literature Reviewmentioning

confidence: 99%

Field of Study, Qualification Mismatch, and Wages: Does Sorting Matter?

Berlingieri

Zierahn

2014

SSRN Journal

View full text Add to dashboard Cite

Die Dis cus si on Pape rs die nen einer mög lichst schnel len Ver brei tung von neue ren For schungs arbei ten des ZEW. Die Bei trä ge lie gen in allei ni ger Ver ant wor tung der Auto ren und stel len nicht not wen di ger wei se die Mei nung des ZEW dar.Dis cus si on Papers are inten ded to make results of ZEW research prompt ly avai la ble to other eco no mists in order to encou ra ge dis cus si on and sug gesti ons for revi si ons. The aut hors are sole ly respon si ble for the con tents which do not neces sa ri ly repre sent the opi ni on of the ZEW.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Field of Study, Qualification Mismatch, and Wages: Does Sorting Matter?

Berlingieri

Zierahn

2014

SSRN Journal

View full text Add to dashboard Cite

show abstract

“…Our results are driven by one state's set of 4-year public colleges, not the potentially idiosyncratic effect of a single college. In this sense, our work resembles recent research exploiting Colombian and Chilean national systems of college admissions thresholds to estimate the impact of college quality and sector on a variety of labor market and other outcomes (Saavedra 2008;Hastings, Neilson, and Zimmerman 2013;Kaufmann, Messner, and Solis 2013).…”

mentioning

confidence: 95%

Access to 4-Year Public Colleges and Degree Completion

Goodman

Hurwitz

Smith

2017

Journal of Labor Economics

100

View full text Add to dashboard Cite

Does access to 4-year colleges affect degree completion for students who would otherwise attend 2-year colleges? Admission to Georgia's 4-year public sector requires minimum SAT scores. Regression discontinuity estimates show that access to this sector increases 4-year college enrollment and college quality, largely by diverting students from 2-year colleges. Access substantially increases bachelor's degree completion rates for these relatively low-skilled students. SATretaking behavior suggests students value access to 4-year public colleges, though perhaps less than they should. Our results imply that absolute college quality matters more than match quality, and they suggest potential unintended consequences of free community college proposals.

show abstract

“…Other studies look at the gains from accessing 4-year public universities versus 2-year community colleges in the U.S. (Zimmerman, 2014;Goodman, Hurwitz and Smith, 2015). Recent papers also document large returns to different fields of study (Hastings, Neilson and Zimmerman, 2013;Kirkbøen, Leuven and Mogstad, 2014).…”

Section: Introductionmentioning

confidence: 99%

Returns to Education Quality for Low-Skilled Students: Evidence from a Discontinuity

Canaan

Mouganie

2018

Journal of Labor Economics

View full text Add to dashboard Cite

This paper studies the labor market returns to quality of higher education for low-skilled students. Using a regression discontinuity design, we compare students who marginally pass and marginally fail the French high school exit exam from the first attempt. Threshold crossing leads to an improvement in the quality, but has no effect on the quantity, of higher education pursued. Specifically, students who marginally pass are more likely to enroll in STEM majors and universities with better peers. Further, marginally passing increases earnings by 13.6 percent at the age of 27 to 29. Our findings show that low-skilled students experience large gains from having the opportunity to access higher quality postsecondary education.JEL Classification: H52, I21, I28, J24

show abstract

Are Some Degrees Worth More than Others? Evidence from college admission cutoffs in Chile

Abstract: NBER working papers are circulated for discussion and comment purposes. They have not been peerreviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

Cited by 191 publications

References 26 publications

Field of Study, Qualification Mismatch, and Wages: Does Sorting Matter?

Field of Study, Qualification Mismatch, and Wages: Does Sorting Matter?

Access to 4-Year Public Colleges and Degree Completion

Returns to Education Quality for Low-Skilled Students: Evidence from a Discontinuity

Contact Info

Product

Resources

About