Now showing 1 - 5 of 5
  • Publication
    Labor-Market Returns to the GED Using Regression Discontinuity Analysis
    (University of Chicago Press, 2016-06) ; ;
    We evaluate returns to General Educational Development (GED) certification for high school dropouts using state administrative data. We apply a fuzzy regression discontinuity method to account for test takers retaking the test. For women we find that GED certification has no statistically significant effect on either employment or earnings. For men we find a significant increase in earnings in the second year after taking the test but no impact in subsequent years. GED certification increases postsecondary school enrollment by 4–8 percentage points. Our results differ from regression discontinuity approaches that fail to account for test retaking.
      790Scopus© Citations 22
  • Publication
    The Labor-Market Returns to Community College Degrees, Diplomas, and Certificates
    (University College Dublin. School of Economics, 2012-09) ; ;
    This paper provides among the first rigorous estimates of the labor-market returns to community college certificates and diplomas, as well as estimating the returns to the more commonly-studied associate’s degrees. Using administrative data from Kentucky, we estimate panel-data models that control for differences among students in pre-college earnings and educational aspirations. Associate’s degrees and diplomas have quarterly earnings returns of nearly $2,400 for women and $1,500 for men, compared with much smaller returns for certificates. There is substantial heterogeneity in returns across fields of study. Degrees, diplomas, and – for women – certificates correspond with higher levels of employment.
      850
  • Publication
    The labor-market returns to community college degrees, diplomas, and certificates
    (University of Chicago Press, 2014-01) ; ;
    This paper provides among the first rigorous estimates of the labor-market returns to community college certificates and diplomas, as well as estimating the returns to the more commonly studied associate’s degrees. Using administrative data from Kentucky , we estimate panel data models that control for differences among students in pre-college earnings and educational aspirations. Associate’s degrees and diplomas have quarterly earnings returns of nearly $2,400 for women and $1,500 for men, compared with much smaller returns for certificates. There is substantial heterogeneity in returns across fields of study. Degrees, diplomas, and for women certificates correspond with higher levels of employment.
      661Scopus© Citations 134
  • Publication
    Second Chance for High-School Dropouts? A Regression Discontinuity Analysis of Postsecondary Educational Returns to General Educational Development Certification
    (University College Dublin. Geary Institute, 2015-04) ; ;
    In this paper, we evaluate the educational returns to General Educational Development (GED) certification using state administrative data. We use fuzzy regression discontinuity (FRD) methods to account for the fact that GED test takers can repeatedly retake the test until they pass it and the fact that test takers have to pass each of five subtests before receiving the GED. We generally find positive effects of the GED on multiple measures of postsecondary education. Although the GED increases the likelihood of postsecondary attendance substantially, the GED impact on overall credits completed is much more modest: The GED causes an average increment of only two credits for men and six credits for women. The effects of the GED on postsecondary awards are inconclusive, likely related to the small percentage of awards received by GED test takers.
      311
  • Publication
    Second Chance for High-school Dropouts? A Regression Discontinuity Analysis of Postsecondary Educational Returns to the GED
    (University of Chicago Press, 2017-07) ; ;
    We evaluate the educational returns to General Educational Development (GED) certification using state administrative data. We use fuzzy regression discontinuity (FRD) methods to account for the fact that GED test takers can repeatedly retake the test until they pass it and the fact that test takers have to pass all five subtests before receiving the GED. We find that the GED increases the likelihood of postsecondary attendance and course completion substantially, but the GED impact on overall credits completed is modest: The GED causes an average increment of only two credits for men and six credits for women.
      266Scopus© Citations 9