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Author: Sorokina, Olga V.

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1.	Sorokina, Olga V.
1.	Constraints in the Demand for Education: What Can we Learn from Subjective Assessments? B.E. Journal of Economic Analysis & Policy 12,1 (2012): 43. Also: https://www.degruyter.com/document/doi/10.1515/1935-1682.2138/html Cohort(s): NLSY79 Publisher: Walter de Gruyter GmbH & Co. KG Keyword(s): Credit/Credit Constraint; Educational Attainment; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. While the large disparities in educational attainment by socioeconomic status in the United States point towards the importance of credit constraints, there is no consensus in the economic literature regarding their pervasiveness. To evaluate how subjective information can enhance our understanding of the role of credit constraints in education, I focus on NLSY79 respondents' assessments of financial obstacles to schooling. About 12 percent of young adults in the data expect to underinvest in education because of financial reasons or the need to work. Using this information in a regression model of educational attainment shows that it provides valuable behavioral insights, above and beyond standard measures of income and family background.
	Bibliography Citation Sorokina, Olga V. "Constraints in the Demand for Education: What Can we Learn from Subjective Assessments?" B.E. Journal of Economic Analysis & Policy 12,1 (2012): 43.

2.	Sorokina, Olga V.
2.	Essays on Credit Constraints and Education Ph.D. Dissertation, Boston College, 2009 Cohort(s): Children of the NLSY79, NLSY79, NLSY79 Young Adult Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Education; College Enrollment; Credit/Credit Constraint; Debt/Borrowing; Educational Aspirations/Expectations; Household Income; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) Permission to reprint the abstract has not been received from the publisher. What fraction of college-age youths in the United States comes from credit-constrained families? Can subjective assessments of financial difficulties inform the debate about pervasiveness of credit constraints in the demand for college education? My dissertation contains two essays addressing these questions. Credit constraints in education may lead to inefficient skill allocations and perpetuate imbalances in the distribution of economic well-being. Unfortunately, empirical evidence regarding their pervasiveness in the United States has not been consistent, in part because constraints tend to be inferred indirectly. The first essay evaluates how a potentially more direct measure can be used to enhance our understanding of the issue. I focus on subjective assessments of financial limitations available in the National Longitudinal Survey of Youth 1979 and find that about 12 percent of college-age individuals expect to underinvest in education because of financial reasons or the need to work. While the measure developed in this paper is noisy and not a precise indicator of credit constraints, it appears to capture important variations in educational choices, beyond these captured by the standard controls, such as parental income. The contribution of the second essay is the use of parents' reports of borrowing limitations in the NLSY79 Young Adult Supplement to evaluate the proportion of constrained college-age youths in the early 2000s. The focus on the 2000s is critical because the sharp increase in tuition costs and gradual erosion of real student borrowing limits over the past two decades have potentially made credit constraints in education more widespread. My analysis sample is limited to children of young mothers who are more likely to be disadvantaged economically and hence are of specific interest to policy-makers. Over one-fifth of youths in the sample come from families where mothers report borrowing limitations. Conditional on scholastic ability, family income, and family background characteristics, parental constraints have a strong negative correlation with children's college attendance. Although my results do not distinguish between alternative explanations for borrowing limitations, they do suggest that researchers interested in the connection between liquidity constraints and education might benefit from paying more attention to direct measures.
	Bibliography Citation Sorokina, Olga V. Essays on Credit Constraints and Education. Ph.D. Dissertation, Boston College, 2009.

3.	Sorokina, Olga V.
3.	Parental Credit Constraints and Children’s College Education Journal of Family and Economic Issues 34,2 (June 2013): 157-171. Also: http://link.springer.com/article/10.1007/s10834-012-9322-3 Cohort(s): NLSY79 Young Adult Publisher: Springer Keyword(s): College Cost; College Education; Credit/Credit Constraint; Debt/Borrowing; Family Constraints; Family Influences; Family Resources Permission to reprint the abstract has not been received from the publisher. What fraction of college-age youths in the United States comes from liquidity-constrained families? This question is important because such youths may have difficulties borrowing for college education and be less likely to enroll. While most earlier studies have concluded that credit constraints in education are not pervasive, these studies have relied on indirect measures and data sources from the 1980s. The contribution of this descriptive study is the use of parents’ reports of borrowing limitations in the National Longitudinal Survey of Youth (NLSY79) Young Adult Supplement to evaluate the pervasiveness of credit constraints in the early 2000s. The results indicate that about 20 percent of college-age youths are potentially credit-constrained and are less likely to attend college.
	Bibliography Citation Sorokina, Olga V. "Parental Credit Constraints and Children’s College Education." Journal of Family and Economic Issues 34,2 (June 2013): 157-171.

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