The Consequences of Academic Match between Students and Colleges

Dillon, Eleanor Wiske; Smith, Jeffrey A.

doi:10.3386/w25069

Cited by 36 publications

(37 citation statements)

References 45 publications

(66 reference statements)

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“…This mismatch might lead to within‐college racial segregation based on academic background or a lower likelihood that URM students admitted under affirmative action will complete college (Arcidiacono, Khan, & Vigdor, ). Other studies, however, indicate no significant negative effects of academic mismatch (Bowen & Bok, ; Dillon & Smith, ). In order to inform this line of research, we use our simulations to assess the extent to which race‐ and SES‐based affirmative action policies might place URM students in colleges where their achievement falls substantially below their peers.…”

Section: Race‐neutral Affirmative Action Policiesmentioning

confidence: 88%

What Levels of Racial Diversity Can Be Achieved with Socioeconomic‐Based Affirmative Action? Evidence from a Simulation Model

Reardon¹,

Baker²,

Kasman³

et al. 2018

J Policy Anal Manage

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This paper investigates to what extent socioeconomic status (SES)‐based affirmative action in college admissions can produce racial diversity. Using simulation models, we investigate the racial and socioeconomic distribution of students among colleges under the use of race‐ or SES‐based affirmative action policies, or targeted, race‐based recruitment policies. We find, first, that neither SES‐based affirmative action nor race‐targeted recruiting on their own produce levels of racial diversity achieved by race‐based affirmative action. However, the two policies in combination, although likely expensive, may yield racial diversity comparable to race‐based affirmative action. Second, the use of affirmative action policies by some colleges reduces the diversity of similar‐quality colleges without such policies. Third, the combination of SES‐based affirmative action and race recruiting results in fewer academically‐overmatched Black and Hispanic students than under race‐based affirmative action, but the schools that use both also see a reduction in the academic achievement of enrolled students.

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Section: Race‐neutral Affirmative Action Policiesmentioning

confidence: 88%

What Levels of Racial Diversity Can Be Achieved with Socioeconomic‐Based Affirmative Action? Evidence from a Simulation Model

Reardon¹,

Baker²,

Kasman³

et al. 2018

J Policy Anal Manage

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“…From that analysis, sorting by test scores appears to have changed over time, with more elite institutions evidently becoming more selective. Dillon and Smith () compare mismatch calculated from the NLSY79 sample with that from the NLSY97 sample and find evidence of a “modest decline” between the two samples.…”

mentioning

confidence: 99%

“…Educational attainment is again dichotomous: college or no college. Dillon and Smith () include college quality in their measure of mismatch as well.…”

mentioning

confidence: 99%

Mismatch in Human Capital Accumulation

Cooper

Liu

2019

Int Economic Review

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This article studies the allocation of heterogeneous agents to levels of educational attainment. The goal is to understand the magnitudes and sources of mismatch in this assignment, both in theory and in the data. The article presents evidence of substantial mismatch between ability and educational attainment across 21 OECD countries, with a main focus on Germany, Italy, Japan, and the United States. Model parameters are estimated using a simulated method of moments approach. The main empirical finding is that measured mismatch arises largely from noise in test scores and does not reflect borrowing constraints. Taste shocks play a minor role in explaining mismatch.

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“…Conversely, students with higher HSGPA's who enter a TIU or CT are less likely to graduate with a BA/BSc than students with lower HSGPA's who attend an RIU. Although academic selectivity supports and reinforces student-institution match, these anomalous cases of 'overmatch' (low HSGPA -high selectivity) and 'undermatch' (high HSGPA -low selectivity) further demonstrate how accessing more selective institutions promotes degree completion (Dillon & Smith, 2015).…”

Section: Discussionmentioning

confidence: 94%

Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?

Sweet

Pullman

Adamuţi‐Trache

et al. 2020

Canadian Journal of Higher Education

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We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.

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The Consequences of Academic Match between Students and Colleges

Cited by 36 publications

References 45 publications

What Levels of Racial Diversity Can Be Achieved with Socioeconomic‐Based Affirmative Action? Evidence from a Simulation Model

What Levels of Racial Diversity Can Be Achieved with Socioeconomic‐Based Affirmative Action? Evidence from a Simulation Model

Mismatch in Human Capital Accumulation

Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?

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