In this dissertation, I present an examination of the economics of education through three chapters.
In the first paper, I study the overrepresentation of elite university graduates in senior positions in public administration. Using rich administrative data from Chile, I employ a stacked fuzzy regression discontinuity design to estimate the causal effect of attending elite universities versus non-elite institutions on the likelihood of working in the public sector and attaining top positions within it. The findings suggest that while the observed disparity in top positions within public administration is largely a result of selection rather than inherent advantages of elite education, attending elite universities may enhance social mobility for students from lower socioeconomic backgrounds, particularly within specific majors. In the second paper, my coauthors and I propose an alternative approach using algorithms to predict college readiness and guide course placement.
Drawing on experimental data from seven community colleges, the study shows that algorithmic placement increases placement rates into college-level courses without sacrificing pass rates. Moreover, algorithmic placement shows promise in narrowing demographic disparities in placement rates and remedial course enrollment, outperforming traditional placement tests in terms of predictive accuracy while mitigating discrimination.
In the final chapter, I explore the relationship between school counselor availability and disciplinary outcomes in middle and high schools across the United States. Leveraging exogenous variations in student-to-counselor ratios driven by state recommendations and mandates, I employ administrative data from 26 states to estimate the causal impact of counselor availability on disciplinary actions such as suspensions, expulsions, and transfers.
The results indicate that increased counselor availability reduces school disciplinary actions, with larger effects observed in high schools compared to middle schools. Moreover, speculative analyses suggest that the effectiveness of counselors in mitigating disciplinary issues may be complemented by the overall staffing levels in high schools. This dissertation contributes to our understanding of how educational policies and practices shape individual outcomes and societal inequalities, shedding light on avenues for promoting social mobility, improving educational access and equity, and fostering conducive learning environments.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/2qy9-ck07 |
| Date | January 2024 |
| Creators | Rodriguez, Julio |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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