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.

将进行摘要SBR-9905375关于高等教育竞争的性质和后果的理论和实证研究。在拟议的理论框架中，学生因能力和家庭收入而有所不同。在大学中，学生的成就取决于学生自身的能力，专门用于教学的学生的意见以及学生同龄人的能力。每所大学都试图最大程度地提高质量，这反映出学生的平均成就。大学通过end赋有区别，这为入境提供了障碍。该模型将对大学的入学和经济援助政策产生预测。该模型还将产生有关各学院收入和能力不同的学生平衡分配的预测，以及由不同收入和能力水平的学生支付的经济援助的学费。关于大学差异化的预测也将出现。这些预测将使整个大学的end赋与平均成就，平均学生能力，平均家庭收入和平均教学支出的顺序相关联。提案中总结了最初的理论结果，以及提出的理论研究，以开发其他属性和可检验的预测。该模型的预测将使用该项目从国家教育统计中心（NCES）（NCES）的国家专上财务援助研究（NPSA）获得的机密数据进行测试。这些数据为大量学生提供信息，包括标准化（SAT/ACT）测试，家庭收入和收到的经济援助的分数。机密数据基础将样本中的学生链接到他们参加的大学，因此可以将有关大学的数据（例如，入学率，end赋，平均SAT分数）以及学生的样本结合起来，以进行模型的经验测试。拟议的理论研究将调查对这种实践的遵守可能对大学有益的条件。拟议的理论研究还将发展此类实践对跨学院学生分配的均衡含义，以分配不同能力和家庭收入的学生支付的经济援助的学费，以及高校和大学的分化的性质。这些预测也将通过经验测试。