Search Results

View Selected Citations Select and View All Search Citations

Author: Gaulke, Amanda P.

Resulting in 3 citations.

1.	Gaulke, Amanda P.
1.	Credit Constraints and Enrollment Choices in Higher Education Presented: San Diego CA, Population Association of America Annual Meeting, April-May 2015 Cohort(s): NLSY97 Publisher: Population Association of America Keyword(s): College Enrollment; Credit/Credit Constraint; Financial Assistance; Geocoded Data; Savings Permission to reprint the abstract has not been received from the publisher. Stopping out, or taking a break during college, is quite common. Using the NLSY97 restricted access data, this paper first documents some stylized facts. These include the frequency of stopout, how stopouts compare with other students, consequences of stopouts and potential explanations for stopout. If students are credit constrained they might need to stop enrolling in college temporarily in order to save money to pay for school. This paper estimates the extent to which stopout behavior would be reduced if federal program loan limits were increased by $500 per semester. To better reflect loan rules student actually face, loan limits are a function of individual limits (financial need) and program limits. Using a dynamic structural model of college enrollment and savings decisions, I expect to find that credit constraints are only part of the reason students stopout.
	Bibliography Citation Gaulke, Amanda P. "Credit Constraints and Enrollment Choices in Higher Education." Presented: San Diego CA, Population Association of America Annual Meeting, April-May 2015.

2.	Gaulke, Amanda P.
2.	Essays on Enrollment and Persistence in Higher Education Ph.D. Dissertation, Department of Economics, The University of Wisconsin - Madison, 2015 Cohort(s): NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Enrollment; Credit/Credit Constraint; Geocoded Data; State-Level Data/Policy; Training Permission to reprint the abstract has not been received from the publisher. This is a dissertation in public economics that focuses on enrollment and persistence in higher education. Chapter 1, titled "Stopping out College: The Role of Credit Constraints", quantifies the extent to which stopout behavior is due to credit constraints by estimating a dynmanic discrete choice model. Each period the individual decides whether or not to enroll in college and how much to save and consume. Credit constraints only explain a small portion of stopout behavior. Chapter 2, titled "Does In-State Tuition for Undocumented Immigrants Lead to Crowding out of Native Students in Postsecondary Education?", tests whether laws allowing undocumented immigrants to pay in-state tuition lead to crowding out of native students in the first year undergraduate student body using difference-in-differences. Texas and California are the only states which such laws that experience a significant increase in non-resident aliens. There is no evidence of crowding out in Texas. In California the results are less clear. Hispanics decrease their enrollment in the sector non-resident aliens increase their enrollment. However, this may be due to differences in how students categorize themselves before and after the laws are passed. Chapter 3, titled "Bachelor's Degree Recipients and Enrollment in Training Programs," examines bachelor's degree recipients who enroll in training programs. The nine percent of bachelor's degree recipients who enroll are more likely to be a minority. They also work more than those who do not enroll. After enrolling in a training program, individuals quit their old jobs and work closer to 40 hours/week. One story the data are consistent with is that those who enroll faced work hour constraints.
	Bibliography Citation Gaulke, Amanda P. Essays on Enrollment and Persistence in Higher Education. Ph.D. Dissertation, Department of Economics, The University of Wisconsin - Madison, 2015.

3.	Gaulke, Amanda P.
3.	Post-Schooling Off-The-Job Training and Its Benefits Labour Economics published online (24 May 2021): 102007. Also: https://www.sciencedirect.com/science/article/pii/S0927537121000427 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): College Degree; Employment; Income; Training, Off-the-Job Post-schooling off-the-job training (Off-JT) is common, but little is known about how recent benefits vary across levels of formal education. Using a fixed-effects difference-in-differences regression coupled with the National Longitudinal Study of Youth 1997 data, I estimate how Off-JT certificate completion impacts employment and real (2014) annual income. Among those with a college degree, there is a significant increase in annual income. The total effect when individual-specific linear time trends are included ranges from $4,803.6 to $5,844.7. In contrast, for those with less than a college degree there is no significant change in income, despite a significant increase in employment. This is likely due to the small impact on hours worked for those without a college degree (an increase of 27 hours over the year, on average). The results suggest that the recent returns to Off-JT certificate completion depend on the formal level of education acquired prior to Off-JT.
	Bibliography Citation Gaulke, Amanda P. "Post-Schooling Off-The-Job Training and Its Benefits." Labour Economics published online (24 May 2021): 102007.

Admin