Tradeoffs and Limitations: Understanding the Estimation of College Undermatch

Rodriguez, Awilda

doi:10.1007/s11162-015-9363-1

Cited by 27 publications

(40 citation statements)

References 8 publications

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“…17 Our measure also differs from that in Chetty et al (2017). Rodriguez (2015) and House (2017) analyze various measures of academic match and find that different measures provide qualitatively different pictures of the nature and extent of deviations from assortative matching.…”

Section: Discussionmentioning

confidence: 87%

The Consequences of Academic Match between Students and Colleges

Dillon

Smith

2019

J. Human Resources

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We consider the effects of student ability, college quality, and the interaction between the two on academic outcomes and earnings using data on two cohorts of college enrollees. Student ability and college quality strongly improve degree completion and earnings for all students. We find evidence of meaningful complementarity between student ability and college quality in degree completion at four years and long-term earnings, but not in degree completion at six years or STEM degree completion. This complementarity implies some tradeoff between equity and efficiency for policies that move lower ability students to higher quality colleges. This open access article is distributed under the terms of the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0) and is freely available online at: http://jhr.uwpress.org 1 University of Michigan, particularly Ellen Stuart.The online appendix can be found at

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Section: Discussionmentioning

confidence: 87%

The Consequences of Academic Match between Students and Colleges

Dillon

Smith

2019

J. Human Resources

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“…21 Some restless students transfer more than once; we code our transfer variable based on the first observed transfer and only count 17 Our measure also differs from that in Chetty et al (2017). Rodriguez (2015) and House (2017) analyze various measures of mismatch and find that the measure matters for the amount of mismatch measured. 18 Black and Smith (2004, Table 4) and Light and Strayer (2000, Table 3) present alternative estimates of the joint distribution for the NLSY-79 cohort that tell the same basic story.…”

Section: Discussionmentioning

confidence: 99%

The Consequences of Academic Match between Students and Colleges

Dillon

Smith

2018

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Any foolishness the careful reader might uncover is our own damn fault. Please be sure and tell us about it. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

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“…Thus, identifying match deserts first requires that we predict that level of institution to which a student is matched to. There are many ways to determine whether students have enrolled in academically-matched institutions (Rodriguez 2015). The general strategy of our method capitalizes on data about the admissions profile of students who were admitted to colleges of differing selectivity in the ELS data (similar to Belasco and Trivette 2015;Bowen et al 2009;Ovink et al 2018;Roderick et al 2008;Smith et al 2013), and most closely aligns with the approach of Ovink et al (2018).…”

Section: Identification Of Education Desertsmentioning

confidence: 99%

Out of the Education Desert: How Limited Local College Options are Associated with Inequity in Postsecondary Opportunities

2018

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The United States has a stratified hierarchy of colleges and universities. The consequences of this stratification include large disparities in the returns to higher education between the levels of postsecondary institutions, and gaps by race and income in terms of where students enroll that, together, have the potential to reproduce longstanding social inequality. We study one potential cause associated with enrollment disparities, the uneven geographic distribution of colleges around the United States. Specifically, we examine the college application and enrollment decisions of students who live in education deserts—geographic areas where students either do not have access to a broad-access, public college option (access deserts), or where they do not have access to a college that is academically matched to their academic credentials (match deserts). We find that the students in access deserts are more likely to apply to and enroll in colleges farther away from home than the students who have more readily available college options. In contrast, students in match deserts are less likely to apply to and enroll in academically-matched institutions. We discuss the equity implications of these findings and make recommendations for policy and future research.

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Tradeoffs and Limitations: Understanding the Estimation of College Undermatch

Cited by 27 publications

References 8 publications

The Consequences of Academic Match between Students and Colleges

The Consequences of Academic Match between Students and Colleges

The Consequences of Academic Match between Students and Colleges

Out of the Education Desert: How Limited Local College Options are Associated with Inequity in Postsecondary Opportunities

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