Using NLSY data, we find that it is the long-run factors associated with parental background and family environment, and not credit constraints facing prospective students in the college-going years, that account for most of the racial-ethnic college-going differential.
Using a model with imperfect substitution between similarly educated workers in different age groups, we argue that shifts in relative returns to education reflect changes in the relative supply of highly educated workers across age groups.
Evidence that IV estimates of the returns to schooling exceed OLS estimates is sometimes claimed to support the existence of substantial credit constraints. This argument is critically examined.
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Higher education has undergone considerable expansion in recent decades in a number of OECD countries. Expansion has been especially dramatic in the UK where aggregate student numbers have doubled in 20 years. However, over the same period, funding per student has halved in real terms. In the UK as well as in other countries, most notably Australia, innovation to diversify the funding base has taken place. This has included a limited role for fee contributions. This paper makes the case for much greater reliance on fee contributions from students, accompanied by a greater availability of income contingent loans.
Aspiring college students and their families have many options. A student can attend an in-state or an out-of-state school, a public or private college, a two-year community college program or a four-year university program. Students can attend full-time and have a bachelor of arts degree by the age of twenty-three or mix college and work, progressing toward a degree more slowly. To make matters more complicated, the array of financial aid available is more complex than ever. Students and their families must weigh federal grants, state merit scholarships, college tax credits, and college savings accounts, just to name a few. In College Choices, Caroline Hoxby and a distinguished group of economists show how students and their families really make college decisions--how they respond to financial aid options, how peer relationships figure in the decision-making process, and even whether they need mentoring to get through the admissions process. Students of all sorts are considered--from poor students, who may struggle with applications and whether to continue on to college, to high aptitude students who are offered "free rides" at elite schools. College Choices utilizes the best methods and latest data to analyze the college decision-making process, while explaining how changes in aid and admissions practices inform those decisions as well.
A simple supply and demand framework is used to analyze changes in the U.S. wage structure from 1963 to 1987. Rapid secular growth in the demand for more-educated workers, "more-skilled" workers, and females appears to be the driving force behind observed patterns.
The authors trace the origins of the key features of U.S. higher education today--the coexistence of small liberal arts colleges and large research universities.
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