Learning and Earning: An Approximation to College Value Added in Two Dimensions / Evan Riehl, Juan E. Saavedra, Miguel Urquiola.

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Riehl, Evan

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Material type: Text

TextSeries: Working Paper Series (National Bureau of Economic Research) ; no. w22725.Publication details: Cambridge, Mass. National Bureau of Economic Research 2016.Description: 1 online resource: illustrations (black and white)Subject(s):

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Abstract: This paper explores the implications of measuring college productivity in two different dimensions: earning and learning. We compute system-wide measures using administrative data from the country of Colombia that link social security records to students' performance on a national college graduation exam. In each case we can control for individuals' college entrance exam scores in an approach akin to teacher value added models. We present three main findings: 1) colleges' earning and learning productivities are far from perfectly correlated, with private institutions receiving relatively higher rankings under earning measures than under learning measures; 2) earning measures are significantly more correlated with student socioeconomic status than learning measures; and 3) in terms of rankings, earning measures tend to favor colleges with engineering and business majors, while colleges offering programs in the arts and sciences fare better under learning measures.

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Item type	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Working Paper	Biblioteca Digital	Colección NBER	nber w22725 (Browse shelf(Opens below))	Not For Loan

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October 2016.

This paper explores the implications of measuring college productivity in two different dimensions: earning and learning. We compute system-wide measures using administrative data from the country of Colombia that link social security records to students' performance on a national college graduation exam. In each case we can control for individuals' college entrance exam scores in an approach akin to teacher value added models. We present three main findings: 1) colleges' earning and learning productivities are far from perfectly correlated, with private institutions receiving relatively higher rankings under earning measures than under learning measures; 2) earning measures are significantly more correlated with student socioeconomic status than learning measures; and 3) in terms of rankings, earning measures tend to favor colleges with engineering and business majors, while colleges offering programs in the arts and sciences fare better under learning measures.