The Role of External Factors in Educational Attainment and Success

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Autor/in	Naven, Matthew Stevens
Titel	The Role of External Factors in Educational Attainment and Success
Quelle	(2019), (225 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Davis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0857-9801-3
Schlagwörter	Hochschulschrift; Dissertation; Educational Attainment; Academic Achievement; Educational Quality; Human Capital; Equal Education; Affirmative Action; School Effectiveness; Public Schools; Elementary Schools; Middle Schools; High Schools; Outcomes of Education; Achievement Gap; Socioeconomic Status; Minority Group Students; Males; Gender Differences; Enrollment; Graduation Rate; Postsecondary Education; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsabschluss; Bildungsgut; Schulleistung; Quality of education; Bildungsqualität; Humankapital; Schuleffizienz; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status; Male; Männliches Geschlecht; Geschlechterkonflikt; Einschulung; Post-secondary education; Tertiäre Bildung; Kalifornien
Abstract	This dissertation examines the role that external factors play in students' educational attainment and success. The first two chapters examine the role of school quality. Chapter 1 examines how the timing of school quality impacts human capital formation, and Chapter 2 examines whether schools provide equal quality to all students within the school. Chapter 3 then looks at the role of affirmative action in postsecondary school enrollment and graduation. Chapter 1 investigates the role of school quality in human capital formation. Specifically, I investigate how the timing of school quality differentially affects long-run outcomes. Using individual-level data on the universe of public school students in California, I estimate elementary, middle, and high school quality using a value added methodology that accounts for the fact that students sort to schools on observable characteristics. I then determine the impact of school quality on future K-12 and postsecondary outcomes. I find that high school quality has the largest impact on postsecondary enrollment, while elementary and middle school quality play a larger role in college readiness. In other words, early human capital investments are important for future postsecondary success, but the unique timing of the college decision process allows for later human capital investments to also play a significant role. However, low-socioeconomic status (SES), minority, and male students perform worse than their high-SES, non-minority, and female peers on standardized tests. Chapter 2 investigates how within-school differences in school quality contribute to these educational achievement gaps by SES, ethnicity, and sex by extending the value added methodology in Chapter 1 to allow for within-school heterogeneity. I run three separate analyses, in which I allow each school to provide a distinct value added to their low-/high-SES, minority/non-minority, and male/female students. I find that there is within-school heterogeneity in value added by SES, ethnicity, and sex, as on average schools provide less value added to their low-SES, minority, and male students. Thus within-school heterogeneity in quality is one factor that contributes to differential outcomes for disadvantaged students. Finally, affirmative action programs require public universities to give extra consideration to underrepresented minority applicants. Chapter 3 estimates the impact of eight states banning affirmative action on postsecondary school enrollments and graduation rates using an event study methodology. I also employ a generalized difference in differences strategy that applies the event study analysis and adds nonselective universities in treated states as a control group. These identification strategies improve on the existing affirmative action literature by only using ever-treated states as controls. Estimates suggest that banning affirmative action significantly decreases minority enrollments, especially at selective universities. These estimates are large in magnitude - enrollment at selective universities dropped by over 20% for minority students. While less conclusive, results suggest that graduation rates were essentially unaffected. Falsification tests show that private universities and community colleges, which should not be directly affected by affirmative action bans, were not similarly affected. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01