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Title: Constraints in the Demand for Education: What Can we Learn from Subjective Assessments?
Resulting in 1 citation.
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Sorokina, Olga V. |
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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. |
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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.
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