Papers Containing Keywords(s): 'college'
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Viewing papers 1 through 10 of 11
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Working PaperLife-Cycle Effects of Women's Education on their Careers and Children
January 2026
Working Paper Number:
CES-26-09
We study the causal effect of women's education on their wages, non-wage job amenities, and spillovers to children. Using a regression discontinuity at the school entry birthdate cutoff, we find that women born just before the cutoff are more likely to complete some college, and experience multi-dimensional career gains that grow over the life cycle: greater employment and earnings, as well as more professional and higher-status jobs, more socially meaningful work, and better working conditions. Children's early-life health and prenatal inputs improve in tandem with career improvements, consistent with professional advances spurring'not hindering'infant investments. Career gains are concentrated in jobs that require exactly some college, the same schooling margin shifted by the cutoff, which indicates that increased post-secondary education is the primary channel for these effects. Together, the results show that women's college attendance generates large career returns'from both wages and amenities'that strengthen over time and produce meaningful benefits for children.View Full Paper PDF
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Working PaperPositioned at Extremes: Future Job Placements of Immigrant Students at U.S. Colleges
January 2026
Working Paper Number:
CES-26-08
Immigrant students who attend U.S. colleges are disproportionately employed in either large firms'especially multinationals'or small firms and self-employment. Using linked Census and longitudinal employment data, we trace the jobs taken by college students in 2000 during the 2001-20 period and evaluate four mechanisms shaping sector and firm size placement: geographic clustering, degree specialization, firm capabilities/visas, and ethnic self-employment specialization. Degree fields predict large firm and MNE placement, while ethnic specialization explains small firm sorting. Immigrant students who remain in the U.S. earn more than their native peers, suggesting the segmentation reflects productive sorting rather than blocked opportunity.View Full Paper PDF
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Working PaperDouble-Pane Glass Ceiling: Commercial Engagement and the Female-Male Earnings Gap for Faculty
September 2025
Working Paper Number:
CES-25-68
I use administrative data from universities (UMETRICS) linked to the universe of confidential W-2 and 1040-C tax records to measure faculty commercial engagement and its role in female-male earnings gaps. Female faculty are 20 percentage points less likely to engage commercially, with the entire gap driven by self-employment. The raw earnings gap is $63,000 on a base of $162,000 and non-university earnings account for $18,000 (29 percent) of this total. Thus, while university pay explains most of the gap, commercial engagement substantially amplifies it. Earnings gaps appear in all components of non-university pay ' self-employment, and work for incumbent, young/startup, high-tech, and non-high-tech firms ' and remain large, though attenuated, after controlling publications, patents, field, university, scientific resources, age, marital status, childbearing, and demographics. Gaps widen as faculty move up the earnings distribution, and commercial engagement becomes a larger contributor. Men and women engage with similar industries, but men earn more in all shared industries.View Full Paper PDF
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Working PaperEstimating the Graduate Coverage of Post-Secondary Employment Outcomes
September 2025
Working Paper Number:
CES-25-61
This paper proposes a new methodology for estimating the coverage rate of the Post-Secondary Employment Outcomes data product (PSEO), both as a share of new graduates and as a share of total working-age degree holders in the United States. This paper also assesses how representative PSEO is of the broader population of college graduates across an array of institutional and individual characteristics.View Full Paper PDF
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Working PaperWho Scars the Easiest? College Quality and the Effects of Graduating into a Recession
September 2024
Working Paper Number:
CES-24-47
Graduating from college into a recession is associated with earnings losses, but less is known about how these effects vary across colleges. Using restricted-use data from the National Survey of College Graduates, we study how the effects of graduating into worse economic conditions vary over college quality in the context of the Great Recession. We find that earnings losses are concentrated among graduates from relatively high-quality colleges. Key mechanisms include substitution out of the labor force and into graduate school, decreased graduate degree completion, and differences in the economic stability of fields of study between graduates of high- and low-quality colleges.View Full Paper PDF
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Working PaperVirtual Charter Students Have Worse Labor Market Outcomes as Young Adults
June 2023
Working Paper Number:
CES-23-32
Virtual charter schools are increasingly popular, yet there is no research on the long-term outcomes of virtual charter students. We link statewide education records from Oregon with earnings information from IRS records housed at the U.S. Census Bureau to provide evidence on how virtual charter students fare as young adults. Virtual charter students have substantially worse high school graduation rates, college enrollment rates, bachelor's degree attainment, employment rates, and earnings than students in traditional public schools. Although there is growing demand for virtual charter schools, our results suggest that students who enroll in virtual charters may face negative long-term consequences.View Full Paper PDF
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Working PaperThe Gender Pay Gap and Its Determinants Across the Human Capital Distribution
June 2023
Working Paper Number:
CES-23-31R
This paper links American Community Survey data and postsecondary transcript records to examine how the gender pay gap varies across the distribution of education credentials for a sample of 2003-2013 graduates. Although recent literature emphasizes gender inequality among the most-educated, we find a smaller gender pay gap at higher education levels. Field-of-degree and occupation effects explain most of the gap among top bachelor's graduates, while work hours and unobserved channels matter more for less-competitive bachelor's, associate, and certificate graduates. We develop a novel decomposition of the child penalty to examine the role of children in explaining these results.View Full Paper PDF
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Working PaperComparing Earnings Outcome Differences Between All Graduates and Title IV Graduates
August 2021
Working Paper Number:
CES-21-19
Recently, two public data products have been released that publish earnings outcomes for college graduates by program of study and institution: Post-Secondary Employment Outcomes and College Scorecard, from the Census Bureau and U.S. Department of Education, respectively. While the earnings data underlying the data products is similar, persons eligible for the frames of the two products is different, with College Scorecard restricted to only students that receive Title IV aid. This paper documents how these differences in the population studied affect the published earnings outcomes. I show that at an institution, of the institutions in my sample, an average of sixty percent of baccalaureate graduates receive Title IV aid, and that the lower the coverage, the large the difference in earnings measurement. Additionally, I show that short-run earnings outcomes are very similar for these two samples, while longer-run outcomes (10 years after graduation) are significantly lower for the Title IV population. I also show that program ranking can change significantly when considering the Title IV population rather than the entire graduate population.View Full Paper PDF
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Working PaperThe Impact of College Education on Old-Age Mortality: A Study of Marginal Treatment Effects
January 2017
Working Paper Number:
CES-17-30
Using a newly constructed dataset that links 2000 U.S. Census long-form records to Social Security Administration data files, I evaluate the effect of college education on mortality. In an OLS regression, women and men who have at least some college education have 20% lower mortality rates than those with a high school degree or less. I proceed with an empirical design intended to illuminate the extent to which this relationship is causal, estimating marginal treatment effects (MTEs) using the proximity of the nearest college to individuals' birthplace as an instrument. Results indicate positive selection into college education (in terms of longevity) for both women and men. Selection drives almost all of the mortality gap for women. For men, longevity gains from college attendance are concentrated among individuals with unobserved variables that make them unlikely attend college. This suggests that men who would benefit most from receiving college education in terms of mortality reductions are those who are not attending.View Full Paper PDF
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Working PaperDO PUBLIC TUITION SUBSIDIES PROMOTE COLLEGE ENROLLMENT? EVIDENCE FROM COMMUNITY COLLEGE TAXING DISTRICTS IN TEXAS
September 2014
Working Paper Number:
CES-14-32
This paper estimates the effect of tuition rates on college enrollment using data for Texas from the 1990 and 2000 Censuses and the 2004 ' 2010 American Community Surveys and geographical data on Community College Taxing Districts. The effect of tuition on enrollment is identified by the facts that tuition rates for those living within a taxing district are lower than those living outside the taxing district and in Texas not all geographic locations are in a taxing district. While the estimated effect of tuition on enrollment depends on the sample used, it is negative and mostly statistically significant in the samples of iadults 18 and older and negative and sometimes statistically significant in the samples of traditional age students 18 to 24. The estimated effect of tuition on enrollment, however, is found to vary considerably by poverty level status with an increase in tuition rates having a statistically significant negative effect on college enrollment for those with household incomes that are at least 200% of the poverty level both for traditional aged students 18 to 24 years old and all adults 18 and older.View Full Paper PDF
