Interpreting Degree Effects in the Returns to Education

Autor/inn/en	Flores-Lagunes, Alfonso; Light, Audrey
Titel	Interpreting Degree Effects in the Returns to Education
Quelle	In: Journal of Human Resources, 45 (2010) 2, S.439-467 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-166X
Schlagwörter	Dropouts; Outcomes of Education; Educational Attainment; Wages; Education Work Relationship; Correlation; Ability; Skill Development; Job Skills; Economics; Economic Factors; Age Differences; High School Graduates; College Graduates; Graduate Study; Racial Differences; Gender Differences; African Americans; Hispanic Americans; Human Capital; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Wage; Löhne; Korrelation; Fähigkeit; Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Volkswirtschaftslehre; Ökonomischer Faktor; Age; Difference; Age difference; Altersunterschied; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Aufbaustudium; Graduiertenstudium; Hauptstudium; Rassenunterschied; Geschlechterkonflikt; Afroamerikaner; Hispanic; Hispanoamerikaner; Humankapital
Abstract	Researchers often identify degree effects by including degree attainment ("D") and years of schooling ("S") in a wage model, yet the source of independent variation in these measures is not well understood. We argue that "S" is negatively correlated with ability among degree-holders because the most able graduate the fastest, but positively correlated among dropouts because the most able benefit from increased schooling. Using NLSY79 data, we find support for this argument; our findings also suggest that highest grade completed is the preferred measure of "S" for dropouts, while age at school exit is a more informative measure for degree-holders. (Contains 3 figures, 6 tables, and 15 footnotes.) (As Provided).
Anmerkungen	University of Wisconsin Press. 1930 Monroe Street, Madison, WI 53711-2059. Tel: 608-263-0668; Fax: 608-263-1173; e-mail: journals@uwpress.wisc.edu; Web site: http://www.wisc.edu/wisconsinpress/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10