|
on Education |
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Issue of 2017‒01‒08
twenty-one papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Fischer, Martin (University of Duisburg-Essen); Karlsson, Martin (University of Duisburg-Essen); Nilsson, Therese (Lund University); Schwarz, Nina (University of Duisburg-Essen) |
| Abstract: | This paper evaluates the impact on earnings, pensions, and other labor market outcomes of two parallel educational reforms increasing instructional time in Swedish primary school. The reforms extended the compulsory years of schooling from 6 to 7 years and the annual term length from 34.5/36.5 to 39 weeks per year. Gradually introduced over the 1930-1950 period in more than 2,500 school districts, the extensions generated large exogenous variation in educational attainment at different points in primary school while the overall school system and curricula remained unchanged. The reforms thus constitute an ideal quasi-experimental setting for analyzing the long-run causal impact of compulsory education keeping other school characteristics fixed. With a majority of students receiving only primary schooling, both reforms affected large shares of the population and consequently had large impacts on educational attainment at the compulsory level. We find striking differences in impact between the two reforms, and between males and females. Estimated returns to compulsory schooling are robustly positive only for females, who experience a small increase in early career earnings (~ 2%) when exposed to a 7th year of schooling, and large and persistent increases in earnings (~ 4 – 5%) when exposed to an extended school year. The effects are driven by the extensive margin, in particular increased employment in the public sector. |
| Keywords: | educational reforms, compulsory schooling, term length, returns to education |
| JEL: | J24 J31 I28 |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10430&r=edu |
| By: | Pieter De Vlieger; Brian Jacob; Kevin Stange |
| Abstract: | Instructors are a chief input into the higher education production process, yet we know very little about their role in promoting student success. This is in contrast to elementary and secondary schooling, for which ample evidence suggests teacher quality is an important determinant of student achievement. Whether colleges could improve student and institutional performance by reallocating instructors or altering personnel policies hinges on the role of instructors in student success. In this paper we measure variation in postsecondary instructor effectiveness and estimate its relationship to overall and course-specific teaching experience. We explore this issue in the context of the University of Phoenix, a large for-profit university that offers both online and in-person courses in a wide array of fields and degree programs. We focus on instructors in the college algebra course that is required for all BA degree program students. We find substantial variation in student performance across instructors both in the current class and subsequent classes. Variation is larger for in-person classes, but is still substantial for online courses. Effectiveness grows modestly with course-specific teaching experience, but is unrelated to pay. Our results suggest that personnel policies for recruiting, developing, motivating, and retaining effective postsecondary instructors may be a key, yet underdeveloped, tool for improving institutional productivity. |
| JEL: | I23 J24 J44 |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:22998&r=edu |
| By: | Van de Laar, Mindel (UNU-MERIT); Achrekar, Shivani (UNU-MERIT); Larbi, Lucy (UNU-MERIT); Rühmann, Friederike (UNU-MERIT) |
| Abstract: | Globally the field of doctoral education is changing, with a move towards more internationalisation and away from traditional education. More PhD educational programmes use blended and e-learning elements and have an increasing number of working professionals enrolled in a PhD, or PhD students with jobs engaged in writing a dissertation. In Sub-Saharan Africa, the PhD scene reflects this change. Yet, not much is known about PhD capacity in Africa. While in terms of scientific output the continent is left behind, and thus doctoral education is an area to focus on, research on the effectiveness of doctoral education, and how to improve the educational offering is lacking. In this study, we offer an update of the literature related to doctoral education in Africa, an overview of the needs in the field according to both African PhD fellows and their supervisors, and a discussion on the role of e-learning innovations in supporting capacity building. |
| Keywords: | Doctoral education, community of learning, Sub-Sahara Africa, E-Learning |
| JEL: | O15 O55 I23 I24 I25 I26 |
| Date: | 2016–12–08 |
| URL: | http://d.repec.org/n?u=RePEc:unm:unumer:2016068&r=edu |
| By: | Guillermo Jopen Sánchez (Pontificia Universidad Católica del Perú) |
| Abstract: | This research article applies an analysis of efficiency in the process of educational outcomes (or "educational efficiency") on Peruvian elementary schools. It evaluates whether there are significant differences in efficiency analysis if educational outcome is considered unidimensional (only considered the educational achievement) or multidimensional (also includes access and retention in the education system). Furthermore, this document investigates the causes of these differences, and their relationship with characteristics of the demand for educational services. For that purpose, parametric and nonparametric methods are used to identify educational efficiency levels, and the Tobit methodology to estimate the effects of non-discretionary factors. The research points toward the conclusion that Peruvian elementary schools have heterogeneous levels of efficiency. Main aspects that explain this heterogeneity are school experience in generating educational outcomes, the prevalence of students with preschool education, and socioeconomic status of their households. |
| Keywords: | Analysis of Education, Education and Inequality, Parametric and Nonparametric Methods, Government Policy |
| JEL: | I21 I24 C14 I28 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:apc:wpaper:2016-077&r=edu |
| By: | Sara Flisi (European Commission - JRC); Elena Claudia Meroni (European Commission - JRC); Esperanza Vera-Toscano (European Commission - JRC) |
| Abstract: | This technical brief aims to answer questions such as: How do the skills and educational outcomes of foreign-born young people compare with those of the native-born? Do immigrants’ outcomes differ depending on whether they are EU foreign-born or non-EU foreign-born? How do the educational outcomes of second-generation immigrants compare with those of first-generation immigrants? How does the performance of recently arrived migrants compare with that of long-established immigrants? and with that of natives? Is there a correlation between educational outcomes and age of arrival or duration of stay? The brief thus seeks to contribute to analysis of the qualifications and skills composition of migrants in EU countries, as compared with that of their native counterparts. We take a life-cycle approach, focusing in turn on children, young adults and the overall working-age population. We start by looking at the skills of 15-year-old pupils. We then move on to the performance of young adults, in terms of a number of education-related indicators: early school leaving (ESL), young people neither in employment nor in education and training (NEETs), tertiary education attainment (TEA) and employment rate of recent graduates. Finally, we present a snapshot of the skills of the adult population. The results show that second-generation migrant students are systematically more disadvantaged than their native peers across EU countries; however, adults who arrived in the country when still young generally perform at levels closer to those of their native counterparts (or at least better than first-generation migrants), showing that education systems (including vocational training) have a key role to play in the integration process. Nonetheless, there still seems to be a significant under-used stock of migrant human capital. Being aware of this situation is crucial to putting in place policies and active measures to ensure that adult migrants are fully integrated. |
| Keywords: | Educational outcome, skills, migrants |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc102629&r=edu |
| By: | Borooah, Vani |
| Abstract: | This paper uses data from the 71st NSS round (Education Survey: January-June 2014) to estimate the probabilities of person in India, between the ages of 18 and 22 years, of currently attending graduate or post-graduate courses in institutions of higher education , conditional on their social and economic status, their gender, their marital status, and their urban or rural location. It then examines inequality by social group in the quality of education received. Using the technique of inequality decomposition it estimates the proportionate contributions of the above factors to inequality in the inter-personal distribution of the probabilities of currently attending higher education. It compares how access to higher education has changed between the 64th NSS (July 2007-June 2008) and the 71st (January-June 2014) rounds of the NSS. |
| Keywords: | Higher Education, Participation, Inequality, India |
| JEL: | I23 I24 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:75683&r=edu |
| By: | Cassio Rolim; Maria de Lourdes Machado-Taylor |
| Abstract: | One important conquest of the XXI Century is the fact that Higher Education is available for a large amount of the population. This is important also for countries and regions due to the emphasis on the development of literature on knowledge and innovation as a motor for the development of modern economies. However, it is a paradox that one of the biggest problem nowadays is the unemployment among graduates. The universities from developed countries, particularly in the European Union never formed so many young as now but they remain unemployed. On the other hand, the enterprises hardly meet new employees with the necessary skills. Clearly, there appears to be a mismatch between the training that these young people acquire at the universities and the skills demanded by the companies and the labour market in general. The literature on this topic discusses the skills that these graduates will need to meet the requirements of the labour market. Divided into professional and technical (hard) skills and interpersonal communication (soft) skills. The first are those basic skills in the area of technical training. For example, in Economics, fundamental knowledge of economic theory, econometrics, social and historical context for understanding the economic process, and so on. The domain of these competences is part of the educational process acquired in higher education institutions, (HEIs). The second, the soft skills, as related to the personal qualities of interpersonal communication, were initially considered skills acquired outside of the school system. The current state of the debate considers that they should be acquired at school by the use of new pedagogical methodologies such as Problem Based Learning (PBL) This paper is a report of the first methodological review of a research project that aims to replicate in Portugal a study already carried out in the European Union, considering the constraints of the employability of graduates from HEIs, analysed from the perspective of employers. The sample in Portugal will choose among 1000 employers from selected economic sectors at different regions. Two special features accentuate his originality. The first is the emphasis on the perspective of the employers, rarely found in similar jobs. The second is the methodology that enhances the selection and contracting processes rather than simply inquires employers about the ideal profile demanded of a graduate. The first stage of this process is a simulation of a contracting process of a newly graduate for a full-time post in the company, with the expectation that this professional will have a career in the company. After a selection based on the features available in their Curriculum Vitae, the chosen candidates goes to a second stage. At this stage will be another simulation of an interview that will select a single candidate for the post. The outcomes of this project will give important information about what employers expected, in fact, from the HEI?s graduates. It will be helpful also for the debate about improvements in the Portuguese higher education policy. |
| Keywords: | Employability; Soft Skills; Higher Education |
| JEL: | R11 I23 I25 |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:wiw:wiwrsa:ersa16p850&r=edu |
| By: | Rong Hai; James J. Heckman |
| Abstract: | This paper investigates the determinants of inequality in human capital with an emphasis on the role of the credit constraints. We develop and estimate a model in which individuals face uninsured human capital risks and invest in education, acquire work experience, accumulate assets and smooth consumption. Agents can borrow from the private lending market and from government student loan programs. The private market credit limit is explicitly derived by extending the natural borrowing limit of Aiyagari (1994) to incorporate endogenous labor supply, human capital accumulation, psychic costs of working, and age. We quantify the effects of cognitive ability, noncognitive ability, parental education, and parental wealth on educational attainment, wages, and consumption. We conduct counterfactual experiments with respect to tuition subsidies and enhanced student loan limits and evaluate their effects on educational attainment and inequality. We compare the performance of our model with an influential ad hoc model in the literature with education-specific fixed loan limits. We find evidence of substantial life cycle credit constraints that affect human capital accumulation and inequality. The constrained fall into two groups: those who are permanently poor over their lifetimes and a group of well-endowed individuals with rising high levels of acquired skills who are constrained early in their life cycles. Equalizing cognitive and noncognitive ability has dramatic effects on inequality. Equalizing parental backgrounds has much weaker effects. Tuition costs have weak effects on inequality. |
| JEL: | I2 J2 |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:22999&r=edu |
| By: | Robert G. Valletta |
| Abstract: | Wage gaps between workers with a college or graduate degree and those with only a high school degree rose rapidly in the United States during the 1980s. Since then, the rate of growth in these wage gaps has progressively slowed, and though the gaps remain large, they were essentially unchanged between 2010 and 2015. I assess this flattening over time in higher education wage premiums with reference to two related explanations for changing U.S. employment patterns: (i) a shift away from middle-skilled occupations driven largely by technological change (“polarization”); and (ii) a general weakening in the demand for advanced cognitive skills (“skill downgrading”). Analyses of wage and employment data from the U.S. Current Population Survey suggest that both factors have contributed to the flattening of higher education wage premiums. |
| JEL: | I23 J24 J31 |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:22935&r=edu |
| By: | Moshe Justman (Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; and Department of Economics, Ben Gurion University of the Negev) |
| Abstract: | The use of randomized controlled trials (RCTs) and related randomization strategies to eliminate selection biases in establishing causality is a key element of the “modern experimentalist paradigm” (MEP). Yet, its emphasis on precisely identifying causal factors often limits its capacity to provide an evidence base for policy. We illustrate this through a detailed look at Project STAR, an extensively analyzed, well-funded, large-scale, rigorous RCT commissioned by the Tennessee legislature to help it decide whether to mandate statewide class-size reductions (CSR) from kindergarten to the third grade. Project STAR randomly assigned students to classes of different size and compared test results across these classes, to obtain an unbiased answer to the research question, “Does reducing class size improve test scores?” However, this shed little light on whether reducing class size was a good use of increased education financing. Analyses of Project STAR ignored general equilibrium effects of CSR on both the demand for teachers and the value of test scores. Moreover, its emphasis on estimating average class-size effects in a particular setting diverted attention from their heterogeneity, and the need to understand how class size affects learning, and how its effect is moderated by circumstances. Rather than considering the full chain of evidence necessary for shaping class-size policy, Project STAR concentrated its effort on maximizing the accuracy of a single link in that chain; internal validity trumped policy relevance. |
| Keywords: | Class size, Project STAR, randomized controlled trials, field experiments, internal validity, external validity, modern experimentalist paradigm |
| JEL: | C54 I28 |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:iae:iaewps:wp2016n37&r=edu |
| By: | Bonan, Jacopo; Pagani, Laura |
| Abstract: | We analyse the impact of a junior farmer field school project in Northern Uganda on students’ agricultural knowledge and practices. We also test for the presence of intergenerational learning spillover within households. We use differences-in-differences estimators with ex-ante matching. We find that the program had positive effects on students’ agricultural knowledge and adoption of good practices and that it produced some spillover effects in terms of improvements of household agricultural knowledge and food security. Overall, our results point to the importance of adapting the basic principles of farmer field schools to children. |
| Keywords: | Junior Farmer Field Schools, Agricultural Extension, Intergenerational Learning Spillover, Uganda, Agricultural and Food Policy, O13, O22, O55, C93, |
| Date: | 2016–12–15 |
| URL: | http://d.repec.org/n?u=RePEc:ags:feemmi:250257&r=edu |
| By: | Noemi Oggero (CeRP-Collegio Carlo Alberto); Mariacristina Rossi (University of Turin and CeRP-Collegio Carlo Alberto) |
| Abstract: | In this paper we analyse the academic outcomes of children and we correlate them to the educational level of their parents, including financial literacy as one of the main determinants. Financial literacy might increase the consciousness of the return to education, increasing the willingness to send children to further education. Our empirical results indeed prove that this is the case for Italian households. |
| Date: | 2016–10 |
| URL: | http://d.repec.org/n?u=RePEc:crp:wpaper:164&r=edu |
| By: | Haisken-DeNew, John P. (Melbourne Institute of Applied Economic and Social Research); Hasan, Syed (Australian National University); Jha, Nikhil (University of Melbourne); Sinning, Mathias (Australian National University) |
| Abstract: | The Australian Government launched the My School website in 2010 to provide standardised information about the quality of schools to the Australian public. This paper combines data from this website with home sales data for the state of Victoria to estimate the effect of the publication of school quality information on property prices. We use a difference-in-difference approach to estimate the causal effect of the release of information about high-quality and low-quality schools relative to medium-quality schools in the neighborhood and find that the release of information about high-quality schools increases property prices by 3.6 percent, whereas the release of information about low-quality schools has no significant effect. The findings indicate that many buyers are unaware of the relevance of school quality information and that real estate agents pursue a strategy of disclosing information about high-quality schools to increase the sales price. Results from a survey of Victorian real estate agents provide evidence in favor of this strategy. |
| Keywords: | school quality, housing markets, information asymmetry, public policy evaluation, difference-in-difference estimation |
| JEL: | D82 D84 I24 R31 |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10434&r=edu |
| By: | Dang, Thang |
| Abstract: | In this study, I estimate the causal effects of education on political outcomes in Vietnam using data from Vietnam’s World Values Survey. To address the potential endogeneity problem of education, I employs the 1991 compulsory schooling reform in Vietnam to instrument for exogenous changes in schooling years with a regression discontinuity design. I find that in general education does cause favorable impacts on political outcomes in Vietnam using the whole sample. In particular, one more year of schooling results in increases in the probabilities of political concern and political participation by about 6–12% points and 6–8% points, respectively. However, I strikingly find that for those whose at least lower secondary degree, more schooling years they achieve less political concern they have. |
| Keywords: | education, political outcomes, regression discontinuity, Vietnam |
| JEL: | D72 I25 |
| Date: | 2017–01–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:75678&r=edu |
| By: | Sefa Awaworyi Churchill; Ahmed Salim Nuhu |
| Abstract: | This study attempts to explain the effects of ethnic and linguistic diversity on educational attainment. We argue that cross-section differences in ethnic and linguistic fractionalization can explain a substantial part of the cross-country differences in educational attainment levels. Using a data on 86 countries, we uncover new evidence on the relationship between fractionalization and educational attainment. We find that fractionalization lower educational attainment. This finding is consistent across various measures of educational attainment, and is robust to several sensitivity checks. We explore several potential mechanisms which could explain the observed negative effects of ethnic and linguistic diversity including ethnic diversity’s effect on social capital, discrimination, public goods, conflicts, and institutional quality, among others. |
| Keywords: | ethnic diversity; educational attainment; schooling; fractionalization |
| JEL: | J15 O5 H52 I21 |
| Date: | 2016–01 |
| URL: | http://d.repec.org/n?u=RePEc:mos:moswps:2016-04&r=edu |
| By: | Fumarco, Luca; Gibbs, Benjamin; Jarvis, Jonathan; Rossi, Giambattista |
| Abstract: | December 31 the first quarter of the year, most likely because they are relatively bigger than their younger counterparts born later in the year. As this Relative Age Effect (RAE) has been well-established in junior hockey and across other professional sports, we argue that the long- term impact of this phenomenon is still poorly understood. Using roster data on North American NHL players from 2008 to 2015, we examine the RAE in terms of birth month distribution and the extent that RAE is associated with points (i.e. goals plus assists) and player salaries. We find evidence of an RAE reversal—that players born in the second half of the year (July-December) score more points per season (29-50% more points) and command higher salaries (30%-50% more salary). Among elite players—the highest scoring and highest paid athletes—the scoring gap ranges between 14% and 26% more points for players born in the second half of the year—whereas the salary gap ranges between 18% and 50% greater salary. We argue that results partly support an “underdog” effect in NHL that is greatest among elite players. |
| Keywords: | relative age effect, hockey, performance outcomes, quintile regression |
| JEL: | J24 J31 J71 L83 M53 |
| Date: | 2016–12–12 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:75691&r=edu |
| By: | Mabel Sánchez-Barrioluengo (European Commission - JRC) |
| Abstract: | Following the conclusions of the IEG Indicator Expert Group on Education Expenditure the main recommended indicator to compare expenditure on education across countries is based on the expenditure per capita (students in full time equivalent –FTE) and corrected using purchasing power parities (PPP) as convertor unit. The election of PPP is based on its two main characteristics: a) it is a currency convertor able to transform different currencies to a common currency; and b) it is a spatial price deflator, that is, it equalizes purchasing power eliminating differences in price levels. However, different approaches could be used to calculate PPP in order to standardized expenditure values (Eurostat-OECD, 2012): PPP in GDP, PPP in actual individual consumption (AIC) and PPP in actual individual consumption of education (AICE). This report focueses on a) the comparison of the basket elements of goods and services of the three deflators, b) the analysis of the evolution of education expenditures per student in purchasing power standards (PPS) across Member States (MS) at different levels; and c) the assessment of the quality adjustment factor included in the PPP Education based on PISA scores. Results suggests that the selection of the deflator matters when purchasing power parities are used in international expenditure comparison. In particular, while PPP in GDP is the traditional deflator used, PPP in AIC provides a better measure of economic activity for comparisons of material well-being of household. However the application of PPP Education needs additional investigation because its application significantly changes the expenditure distribution picture of EU MS. On the other hand, the inclusion or exclusion of the quality-adjustment (measure through PISA scores) to calculate PPP Education does not change the relative position of the EU MS in the expenditure distribution, but it is a recommended approximation to control for the different qualities of education outputs. |
| Keywords: | education, expenditure, purchasing power parity |
| JEL: | I22 |
| Date: | 2016–12 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc102423&r=edu |
| By: | Borooah, Vani; Knox, Colin |
| Abstract: | Northern Ireland is now a post-conflict society but one of the legacies of the ‘troubles’ is an education system which is defined by religion. A parallel system of schools continues to exist where Catholics largely attend ‘maintained’ schools and Protestants ‘controlled’ or state schools. While segregation along religious grounds is the most obvious fault line in Northern Ireland schools, more insidious problems of access and performance inequalities exist which has been overshadowed by efforts to improve community relations between children and promote integrated education. This paper uses school leavers’ data to examine the nature of inequality in schools and consider an alternative policy option for tackling inequality and segregation, respectively. |
| Keywords: | Schools Inequality Segregation Northern Ireland |
| JEL: | I24 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:75728&r=edu |
| By: | Hinrichs, Peter (Federal Reserve Bank of Cleveland) |
| Abstract: | A number of states have recently prohibited the use of affirmative action in admissions to public universities statewide. A growing body of research suggests that these affirmative action bans reduce minority enrollment at selective colleges while leaving overall minority college enrollment rates unchanged. The effect of these bans on racial segregation across colleges has not yet been estimated directly and is theoretically ambiguous due to a U-shaped relationship between minority enrollment and college selectivity. This paper uses variation in the timing of affirmative action bans across states to estimate their effects on racial segregation, as measured by exposure and dissimilarity indexes. The results suggest that affirmative action bans have in some cases increased segregation across colleges but in others cases may have actually reduced it. In particular, early affirmative action bans in states with highly selective public universities appear to be associated with more segregation, whereas other affirmative action bans appear to be associated with less segregation. |
| Keywords: | affirmative action; college admissions; higher education; segregation; |
| JEL: | I24 I28 J15 |
| Date: | 2016–12–23 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fedcwp:1636&r=edu |
| By: | Julia Alamillo |
| Abstract: | Parents’ socioeconomic status (SES) is strongly correlated with the family arrangements in which children are raised, with children in higher-SES households more likely to be raised by both parents. This has fueled concerns about how family structure is contributing to unequal outcomes for children. The present paper uses decomposition models to test this argument by examining how much the educational attainment of children born to low-SES parents would change if they had the same family structure as their high-SES peers. |
| Keywords: | Family Support, family structure, inequality, educational attainment, NLSY97, decomposition |
| JEL: | I |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:848d4b9e0bd14c8191ed1277b777a467&r=edu |
| By: | Kolos Csaba Agoston (Department of Operations Research and Actuarial Sciences, Corvinus University of Budapest); Peter Biro (Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences and Department of Operations Research and Actuarial Sciences, Corvinus University of Budapest); Iain McBride (School of Computing Science, University of Glasgow) |
| Abstract: | We develop Integer Programming (IP) solutions for some special college admission problems arising from the Hungarian higher education admission scheme. We focus on four special features, namely the solution concept of stable score-limits, the presence of lower and common quotas, and paired applications. We note that each of the latter three special feature makes the college admissions problem NP-hard to solve. Currently, a heuristic based on the Gale-Shapley algorithm is being used in the Hungarian application. The IP methods that we propose are not only interesting theoretically, but may also serve as an alternative solution concept for this practical application, and other similar applications. We finish the paper by presenting a simulation using the 2008 data of the Hungarian higher education admission scheme. |
| Keywords: | College admissions problem, integer programming, stable score-limits, lower quotas, common quotas, paired applications, simulations |
| JEL: | C61 C63 C78 |
| Date: | 2016–10 |
| URL: | http://d.repec.org/n?u=RePEc:has:discpr:1632&r=edu |