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1. Essays in the Economics of Education

Author

Young, Sam Ming

Subjects
Economics, college admissions, postsecondary education, school choice, value added
Abstract

This dissertation consists of three papers on the economics of education. All pertain to the notion of higher- or lower-achieving schools, in some way.Chapter 1 estimates the magnitude by which the achievement level of a student’s high school affects college admissions once students make the decision to apply. Using administrative data from the University of California, I find a significant negative association between a school’s overall achievement level and the probability of admission at 5 out of 8 UC campuses between 2001–2006, including 5 of the 6 most selective. The average magnitude across all UC campuses is about -0.8 percentage points for a one-decile increase in school-average achievement.Chapter 2 uses lottery data from San Diego Unified School District to study the long-term effects of school choice on students’ postsecondary outcomes. This paper contributes to the school choice literature by being among the first to focus on postsecondary enrollment and graduation, rather than nearer-term outcomes such as standardized test scores in the immediate years following the lottery. Despite large effects on what secondary schools students attend, we find mostly insignificant effects on postsecondary enrollment and graduation outcomes from winning a school choice lottery.Chapter 3 examines the sensitivity of school value-added estimates to the methodology used. Education scholars frequently use “value-added” models to assess schools’ effectiveness. Yet there are many variations of the model that scholars sometimes use, which may affect corresponding results. Using a menu of three model classes and three control specifications each—for a total of 9 specifications—we find a relatively modest sensitivity to the control specification, and a somewhat greater sensitivity to the class of value-added model. Precision appears sensitive to the inclusion of school-level controls and whether researchers use panel instrument techniques to address dynamic panel bias. We also observe a moderate positive correlation between value-added estimates and schools’ average levels of test scores.

Published
2017

2. The Regulation of E-learning: New National and International Policy Perspectives

Author

Harley, Diane and Lawrence, Shannon

Subjects
postsecondary education, e-learning, emerging technology, public policy
Abstract

The universe of postsecondary education is expanding. It is an era of rapid demographic and labor market changes, increased competition and shifts in institutional form (e.g., the rise of for profit degree granters, the hybrid form of nonprofit/for-profit partnerships, corporate universities), and new forms of delivery driven by emerging technologies. In nearly all of these cases, the pace of innovation and establishment of new institutional forms outstrips the ability of regulators or policy makers to stay ahead of the curve.To better understand the complex interplay of public policy drivers regulating e-learning, the Center for Studies in Higher Education convened a meeting of experts in February 2006 for a preliminary examination of existing and emerging public policies that will shape its regulation both domestically and internationally. Three white papers were used as a point of departure for the discussions, which focused on the following areas: The Changing Regulatory Environment: Who, What, Why, and Where?; Finance, Investment, and the Flow of Capital; Student Access and Equity; Social Costs and Benefits from an International Perspective; and Consumer Protection and Cross-border Education. This report summarizes our conversations and recommendations for future research.

Published
2007

3. The Need for Cross-Level Collaboration in Educational Reform

Author

Lee, Wendy Tan

Subjects
collaboration, post-secondary education, K-16 schools, school-university partnerships, collaboration, educational reform, postsecondary education, systemic change, service-learning, educational partnerships
Abstract

In recent years, as society’s expectations have evolved, institutions of higher education and their communities are coming to understand the levels at which they are interdependent. At the same time, many leaders in educational reform are realizing the need for systemic change across all levels of schooling. K-12 schools are turning to resources from outside agencies rather than relying solely on their districts for support. In an environment where colleges and universities are reevaluating their missions to include public service and where K-12 schools are searching for external assistance, both parties’ interests may be joined through the formation of school-university partnerships. The time is optimal for those in higher education to combine efforts with those in K-12 on reform issues throughout the educational pipeline, in collaborations that maximize resources as well as potential results. This paper reviews the need for school-university partnerships and introduces some common partnership models, concluding with the key characteristics that have been found to be necessary for their success.

Published
2004