Collaborative Research: Theory and Evidence on Competition in U.S. Higher Education

合作研究：美国高等教育竞争的理论和证据

• 批准号: 9905375
• 负责人: Dennis Epple
• 金额: $ 11.77万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-08-01 至 2002-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9905375&HistoricalAwards=false
• 关键词: Collaborative; Research; Theory; Evidence; Competition

AbstractSBR-9905375Theoretical and empirical research on the nature and consequences of competition in higher education will be conducted. In the proposed theoretical framework, students differ by ability and by the income of their households. Within a college, a student's achievement depends on the student's own ability, on the inputs per student devoted to instruction, and on the ability of the student's peers. Each college seeks to maximize quality as reflected by average achievement of its students. Colleges are differentiated by endowments, which provide a barrier to entry.This model will yield predictions about the admission and financial aid policies of colleges. The model will also yield predictions about the equilibrium allocation of students of differing income and ability across colleges, and about tuition net of financial aid paid by students of differing income and ability levels. Predictions about the differentiation of colleges and universities will also emerge. These predictions will relate the ordering of endowments across universities to the ordering of average achievement, average student ability, average household income, and average instructional expenditures per student. Initial theoretical results are summarized in the proposal as well as proposed theoretical research to develop additional properties and testable predictions.The predictions of the model will be tested using confidential data obtained for this project from the National Postsecondary Financial Aid Study (NPSAS) of the National Center for Education Statistics (NCES). These data provide information for a large sample of students including scores on standardized (SAT/ACT) tests, household income, and financial aid received. The confidential data base links the students in the sample to the colleges they attend, so that data on colleges (e.g., enrollment, endowment, average SAT scores) as well as on the sample of students can be combined for the empirical testing of the model.A large portion of top colleges in the U.S. claim to practice need-blind admission and need-only pricing, claiming also adherence to the definition of need embodied in Federal legislation. Proposed theoretical research will investigate conditions under which adherence to such practices may be beneficial to colleges. The proposed theoretical research will also develop the equilibrium implications of such practices for the allocation of students across colleges and universities, for the tuition net of financial aid paid by students of differing abilities and households income, and for the nature of differentiation of colleges and universities. These predictions will also be tested empirically.

摘要SBR-9905375高等教育竞争的性质和后果的理论和实证研究将进行。在拟议的理论框架中，学生因能力和家庭收入而不同。在大学里，学生的成就取决于学生自己的能力，取决于每个学生对教学的投入，以及学生同龄人的能力。每个学院都力求最大限度地提高学生的平均成绩所反映的质量。大学因捐赠基金而不同，捐赠基金提供了进入大学的障碍。该模型将预测大学的录取和财政援助政策。该模型还将预测不同收入和能力的学生在大学之间的均衡分配，以及不同收入和能力水平的学生支付的学费净额。关于高校分化的预测也将出现。这些预测将把各大学的捐赠排序与平均成绩、平均学生能力、平均家庭收入和平均每名学生的教学支出排序联系起来。初步的理论结果总结的建议，以及建议的理论研究，以开发额外的属性和可测试的predictions.The模型的预测将使用从国家教育统计中心（NCES）的国家中学后财政援助研究（NPSAS）的这个项目获得的机密数据进行测试。这些数据提供了大量学生样本的信息，包括标准化（SAT/ACT）考试成绩、家庭收入和获得的经济援助。机密数据库将样本中的学生与他们所就读的大学联系起来，因此，入学率、捐赠、平均SAT分数）以及学生样本可以结合起来用于模型的实证检验。美国的大部分顶尖大学声称实行不考虑需要的入学和只考虑需要的定价，还声称遵守联邦立法中体现的需要的定义。拟议的理论研究将调查在何种条件下，坚持这种做法可能有利于高校。拟议的理论研究还将开发这种做法的均衡影响，为学生分配在高校，为不同能力和家庭收入的学生支付的财政援助的学费净额，并为高校的差异化的性质。这些预测也将得到经验检验。