The Wage Effects of Not-for-Profit and For-Profit Certifications: Better Data, Somewhat Different Results. NBER Working Paper No. 19135

Autor/inn/en	Lang, Kevin; Weinstein, Russell
Institution	National Bureau of Economic Research
Titel	The Wage Effects of Not-for-Profit and For-Profit Certifications: Better Data, Somewhat Different Results. NBER Working Paper No. 19135
Quelle	(2013), (41 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Longitudinal Studies; Postsecondary Education; Associate Degrees; Educational Certificates; Proprietary Schools; Majors (Students); College Students; Regression (Statistics); Student Surveys; Outcomes of Education; Intellectual Disciplines; Colleges; Statistical Analysis; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Post-secondary education; Tertiäre Bildung; Bildungsabschluss; Schulzeugnis; Collegestudent; Regression; Regressionsanalyse; Schülerbefragung; Lernleistung; Schulerfolg; Geisteswissenschaften; College; Hochschule; Fachhochschule; Statistische Analyse
Abstract	Using the Beginning Postsecondary Student Survey and Transcript Data, we find no statistically significant differential return to certificate or Associate's degrees between for-profits and not-for-profits. Point estimates suggest a slightly lower return to a for-profit certificate and a slightly higher return to a for-profit Associate's degree, largely because more students at not-for-profits earn a BA, making them less likely to have only an Associate's degree. There is considerable variation in the return to certificates/degrees across majors, including many with negligible or negative returns. Differences across fields are large relative to differences across institution types. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01