College Grades and Labor Market Rewards

Jones, Ethel B.; Jackson, John D.

doi:10.2307/145756

Cited by 127 publications

(71 citation statements)

References 13 publications

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“…Higher GPAs may lead both to more satisfied students and to higher earnings (Jones and Jackson, 1990), both of which should increase charitable behavior.…”

Section: College Experience Variablesmentioning

confidence: 99%

Undergraduate financial aid and subsequent alumni giving behavior

Marr

Mullin²,

Siegfried

2005

The Quarterly Review of Economics and Finance

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Data on 2,822 Vanderbilt University graduates are used to investigate alumni giving behavior during the eight years after graduation. A two stage model accounting for incidental truncation is used to first estimate the likelihood of making a contribution and second estimate the average gift size conditional on contributing. The type of financial aid received as an undergraduate appears to have a greater influence on subsequent alumni generosity than the amount received. Adding some scholarship to a loan-only package or eliminating all loans from a mixed loan-grant package increases the likelihood of a subsequent contribution. Increasing the total size of the package or altering the proportions of an already mixed package appears to be inconsequential for future donations. Students who receive small merit scholarships contribute more as alumni than students who receive either no merit scholarship or a large merit scholarship.

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“…Higher GPAs may lead both to more satisfied students and to higher earnings (Jones and Jackson, 1990), both of which should increase charitable behavior.…”

Section: College Experience Variablesmentioning

confidence: 99%

Undergraduate financial aid and subsequent alumni giving behavior

Marr

Mullin²,

Siegfried

2005

The Quarterly Review of Economics and Finance

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“…Our analysis examines multiple outcomes including first year exam performance, progression rates to the second year of study, and the probability of graduating. In addition, we model the impact of the program on final degree classification which is often overlooked in the literature, despite some studies finding a high rate of return to university grades (see Jones and Jackson, 1990;Schweri, 2004;Bratti, Naylor and Smith, 2007).Overall, we find positive program effects on first year exam results, progression to second year, and graduation rate, with the impact often stronger for higher ability students.Unlike the Angrist et al study, we identify effects for both male and female students. We find similar patterns of results for treated students that entered through the normal entry system and the 'affirmative action' group i.e.…”

mentioning

confidence: 79%

Money, mentoring and making friends: the impact of a multidimensional access program on student performance

Denny¹,

Doyle²,

O’Reilly³

et al. 2010

Working Paper Series

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There is a well established socioeconomic gradient in educational attainment, despite much effort in recent decades to address this inequality. This study evaluates a university access program that provides financial, academic and social support to low socioeconomic status (SES) students using a natural experiment which exploits the time variation in the expansion of the program across schools. The program has parallels with US affirmative actions programs, although preferential treatment is based on SES rather than ethnicity. Evaluating the effectiveness of programs targeting disadvantaged students in Ireland is particularly salient given the high rate of return to education and the lack of intergenerational mobility in educational attainment. Overall, we identify positive treatment effects on first year exam performance, progression to second year and final year graduation rates, with the impact often stronger for higher ability students. We find similar patterns of results for students that entered through the regular system and the 'affirmative action' group i.e. the students that entered with lower high school grades. The program affects the performance of both male and female students, albeit in different ways. This study suggests that access programs can be an effective means of improving academic outcomes for socio-economically disadvantaged students. JEL Classifications: I21Keywords: Education inequality, Access programs, Natural experiment, Economics of education  We are grateful to the administrators at the Irish university for assisting us in collating the admissions and exams data used in the analysis. We would also like to thank the access program staff for their help and advice. This research was funded by the Irish Higher Education Authority through the Strategic Innovation Fund. Thanks also to Colm Harmon (UCD), Ian Walker (Lancaster University), Robin Naylor Recent work has suggested the relative unimportance of credit constraints for university education in the US and the UK (Carneiro and Heckman, 2003; Dearden, McGranahan, and Sianesi, 2004) and emphasized the higher returns to early intervention in improving educational outcomes (Cunha and Heckman, 2007;Heckman, Moon, Pinto, Savelyev, and Yavitz, 2009b).Nonetheless, the most prevalent educational policy in most countries is targeted intervention programs by universities and colleges to boost enrolment and retention by disadvantaged social groups.While access programs are becoming increasingly diverse in their approach to tackling the barriers to progression and promoting success at university, the majority of programs focus exclusively on providing financial supports to students. Thus much of the literature, as randomly assigned to three groups which received academic support, financial incentives or a combination of the two. The program was found to reduce the probability of first year withdrawal by 10% and had positive effects on GPA. These effects were greater for students who received the combined financial and academic suppo...

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“…These findings seem to contradict those from prior studies in non-health related fields. [2][3][4][5][6] Other factors, such as practice setting, job responsibilities, and professional goals may be more important, at least initially, than financial security.…”

Section: Discussionmentioning

confidence: 99%

“…However, the majority of the existing literature on college graduates and labor market outcomes focuses on the determinants of income; more specifically, the relationship between cumulative GPAs and salaries, with the consensus being that there is a significant and positive relationship. [2][3][4][5][6] These samples consist of individuals from one or more firms, 2,4,5 a given university, 6 or a specific degree program. 3 One factor which seems to have been largely ignored by the literature is that initial labor market outcomes are likely measured by more than just salary.…”

Section: Introductionmentioning

confidence: 99%