Berkeley or Bust? Estimating the Causal Effect of College Selectivity on Bachelor’s Degree Completion

Shamsuddin, Shomon

doi:10.1007/s11162-016-9408-0

Cited by 27 publications

(14 citation statements)

References 36 publications

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“…A strong correlation has been found between social origins and both institutional selectivity and field of study at the undergraduate level (Carnevale and Rose 2004; Davies and Guppy 1997; Karen 2002). Research documents that graduates from selective institutions and specific fields receive higher occupational and economic returns (Brewer, Eide, and Ehrenberg 1999; Dale and Krueger 2002; Goyette and Mullen 2006; Kim, Tamborini, and Sakamoto 2015; Roksa and Levey 2010; Shamsuddin 2016; Thomas 2003; Thomas and Zhang 2005).…”

Section: Mechanisms For Mobility At the Top: Characteristics Of Educamentioning

confidence: 99%

Intergenerational Mobility at the Top of the Educational Distribution

Torche

2018

Sociol Educ

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Research has shown that intergenerational mobility is higher among individuals with a college degree than those with lower levels of schooling. However, mobility declines among graduate degree holders. This finding questions the meritocratic power of higher education. Prior research has been hampered, however, by the small samples of advanced degree holders in representative surveys. Drawing on a large longitudinal data set of PhD holders-the Survey of Doctorate Recipients-this study examines intergenerational mobility among the American educational elite, separately for men and women and different racial/ethnic groups. Results show substantial mobility among PhD holders. The association between parents' education and adult children's earnings is moderate among men and nonexistent among women with doctoral degrees. However, women's earnings converge to an average level that is much lower than men's, signaling ''perverse openness'' for women even at the top of the educational distribution. Among men, there is variation in mobility by race and ethnicity. The intergenerational socioeconomic association is null for Asian men, small for white and black men, and more pronounced for Hispanics. Educational and occupational mediators account for intergenerational association among blacks and whites but not Hispanic men. A doctoral degree largely detaches individuals from their social origins in the United States, but it does not eliminate all sources of inequality.

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Section: Mechanisms For Mobility At the Top: Characteristics Of Educamentioning

confidence: 99%

Intergenerational Mobility at the Top of the Educational Distribution

Torche

2018

Sociol Educ

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“…Other proxies for institutional quality that were used in empirical studies include selectivity, rejection rate, retention rate, tuition fees, faculty salary and student-to-faculty ratio (Eide et al 1998;Smith 2004, 2006;Long 2010). 8 Another line of research focused on how students aspiring to post-secondary education develop a choice set, decide where to apply, and, conditional on admission, make their enrolment decisions (Zemsky and Oedel 1983;Hearn 1984;Hossler et al 1989;Paulsen 1990;McDonough 1997;Hossler et al 1999;Shamsuddin 2016;Skinner 2018). An important insight from these studies is that better students and those from high socio-economic status families apply to many schools, more selective schools, and more costly schools.…”

Section: Literature Review: Modeling Consumers' Preferences For Educamentioning

confidence: 99%

Choosing the Future: Economic Preferences for Higher Education Using Discrete Choice Experiment Method

et al. 2019

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This study illustrates how respondents' stated choices (the discrete choice experiment method) combined with the random utility framework can be used to model preferences for higher education. The flexibility offered by stated preference data circumvents limitations of other approaches, and allows quantifying young people' preferences for selected attributes of higher education programs that are typically highly correlated in revealed preference data. The empirical study presented here is based on a survey of 20,000 Polish respondents aged 18-30, who stated their preferences for higher education programs in carefully prepared hypothetical choice situations. The attributes considered include tuition fee, expected salary after graduation, quality of institution, interest in the field of study, distance from home, and mode of study. Using random parameters and latent class mixed multinomial logit models, young peoples' preferences are formally described, and the financial trade-offs they are willing to make are identified (willingness to pay for specific attribute levels in terms of increased tuition fees or expected salary after graduation). Accounting for respondents' observed and unobserved preference heterogeneity addresses a few research questions related to, for example, distinct preferences of students with parents who never attained tertiary education, students from lower socioeconomic groups, or students of a particular gender. Overall, the usefulness of stated preference methods as a tool for exploring economic preferences is demonstrated, allowing for better understanding the determinants of choices, forecasting, and designing the services offered by higher education institutions in an optimal way.

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“…The selectivity of students’ destination 4-year institution plays a major role with respect to the quality of their college experience, educational outcomes, and economic returns (Eide, Brewer, & Ehrenberg, 1998; Shamsuddin, 2016; Thomas, 2003). Pascarella et al (2006) found that higher institutional selectivity fosters effective practices in undergraduate education, such as student–faculty contact, influential interactions with peer students, and a supportive campus environment.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Pascarella et al (2006) found that higher institutional selectivity fosters effective practices in undergraduate education, such as student–faculty contact, influential interactions with peer students, and a supportive campus environment. After controlling for demographic characteristics, students who attend more selective institutions appear to have a higher probability of completing a bachelor’s degree than their peers at less selective institutions (Bowen, Chingos, & McPherson, 2009; Gansemer-Topf & Schuh, 2006; Melguizo, 2008; Melguizo & Dowd, 2009; Oseguera, 2005; Shamsuddin, 2016), with racial minority students, in particular, being the most likely to benefit from attending a selective college or university (Alon & Tienda, 2005; Arcidiacono, Aucejo, & Hotz, 2016; Melguizo, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Does the Community College Pathway Influence the Selectivity of Students’ Destination 4-Year Institution?

Ortagus

2019

Community College Review

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Objectives: In this study, we explore the influence of enrolling initially at a community college before transferring to a 4-year institution on the selectivity of the destination 4-year institution. Method: We leverage nationally representative data and a propensity score matching approach to compare the institutional selectivity between students who begin at a community college before transferring to a 4-year institution and those who begin at a 4-year college or university. To estimate the relationship between the community college pathway and institutional selectivity, we employ an ordinal logistic regression model. Results: We find that transferring from a community college to a 4-year institution had a positive influence on the selectivity of students’ destination 4-year institution. More specifically, students who enroll initially at a community college before transferring to a 4-year institution have a greater probability of attending a very selective 4-year institution and moderately selective 4-year institution when compared with native 4-year students. Students who transferred from a community college have a lower probability of attending minimally selective 4-year institutions and open-admission 4-year institutions when compared with otherwise-similar students who began at a 4-year institution. Contributions: By showing a positive relationship between the vertical transfer and the level of selectivity of students’ destination 4-year institution, this study highlights a potential benefit of beginning at a community college before transferring to a 4-year institution.

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Berkeley or Bust? Estimating the Causal Effect of College Selectivity on Bachelor’s Degree Completion

Cited by 27 publications

References 36 publications

Intergenerational Mobility at the Top of the Educational Distribution

Intergenerational Mobility at the Top of the Educational Distribution

Choosing the Future: Economic Preferences for Higher Education Using Discrete Choice Experiment Method

Does the Community College Pathway Influence the Selectivity of Students’ Destination 4-Year Institution?

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