Colleges and Upward Mobility in the US Over the Last Century

上个世纪美国的大学和向上流动

• 批准号: 2214952
• 负责人: Ran Abramitzky
• 金额: $ 50万
• 依托单位: National Bureau of Economic Research Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2214952&HistoricalAwards=false
• 关键词: Colleges; Upward; Mobility; US; Over

Access to college education is widely regarded as an important path to economic mobility. However, to the extent that children from richer families attend more highly ranked colleges than children from poorer families, higher education might actually amplify the persistence of economic status across generations rather than “leveling the playing field”. This project will bring new data and a long-term perspective to the study of higher education and inequality and intergenerational mobility in the US. To do so, the investigators will construct a large dataset with information on the socioeconomic backgrounds and post-college outcomes of US college students over the last 100 years. To collect these data, the investigators will first digitize the rosters of students attending different US colleges from the early 1900s and until the 1950s. In a second step, they will link these students to US population censuses, enabling them to observe students’ childhood circumstances and their own adult outcomes (such as income). The researchers will use this dataset to investigate important questions related to higher education in the US, for instance: (1) To what extent has access to “elite” colleges increased over the last century for students from poorer socioeconomic backgrounds?, (2) Which colleges have been the most effective at improving the labor market prospects of their students, particularly those from poorer families? (3) What have been the effects of changes in colleges’ admission practices (for instance, the introduction of standardized testing) on the socioeconomic composition of the students that they enroll? This new dataset, which the investigators will make publicly available, will also offer many exciting research opportunities for other scholars. Moreover, by identifying colleges in which students have better outcomes today than in the past, this dataset will also help identify the institutional changes associated with these improvements.This project will bring new data and a long-term perspective on the role of higher education in inequality and intergenerational mobility in the US. To do so, the investigators will construct a large individual-level dataset of students who attended different US colleges over the course of the 20th century. This data collection will proceed in two steps. In a first step, they will digitize historical college registers for students attending different US colleges from the early 1900s and until the 1950s. In a second step, they will link these students to US population censuses, enabling them to observe both their childhood circumstances and their own longer-term adult outcomes (such as income). Linking these two sources of data is made possible by the fact that the both the college registers and the census include identifying information such as students’ names and hometowns. By combining these data with similarly constructed data for students attending college in more recent years, the investigators will be able to characterize the socioeconomic backgrounds and post-college outcomes of US college students over the last 100 years. The investigators will use these data to address a number of questions related to access to higher education in the US: (1) To what extent has access to “elite” colleges increased over the last century for students from poorer socioeconomic backgrounds? (2) What has been the influence of changes in colleges’ admission practices (for instance, the introduction of standardized testing) on the socioeconomic backgrounds of the students that they enroll? (3) Which colleges have been the most effective at improving the labor market prospects of their students, particularly for those at the bottom of the income distribution? This new dataset, which the investigators will make publicly available, will offer many exciting research opportunities for scholars in fields such as economics, history, and education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

接受大学教育被广泛认为是提高经济流动性的重要途径。然而，在某种程度上，富裕家庭的孩子比贫困家庭的孩子上的大学排名更高，高等教育实际上可能会扩大经济地位在几代人之间的持久性，而不是“公平竞争”。这个项目将为美国高等教育、不平等和代际流动的研究带来新的数据和长远的视角。为此，研究人员将构建一个大型数据集，其中包含过去100年来美国大学生的社会经济背景和毕业后成果的信息。为了收集这些数据，研究人员将首先将20世纪初至50年代在美国不同大学就读的学生名册数字化。第二步，他们将把这些学生与美国人口普查联系起来，使他们能够观察学生的童年环境和他们自己的成年结果（如收入）。研究人员将利用该数据集调查与美国高等教育相关的重要问题，例如：(1)在过去一个世纪中，来自较贫困社会经济背景的学生进入“精英”大学的机会增加了多少？(2)哪些大学在改善学生（尤其是来自贫困家庭的学生）的就业前景方面最有效？(3)大学录取实践的变化（例如，标准化考试的引入）对他们招收的学生的社会经济构成有什么影响？这个新的数据集，研究人员将公开提供，也将为其他学者提供许多令人兴奋的研究机会。此外，通过确定学生今天比过去取得更好成绩的大学，该数据集还将有助于确定与这些进步相关的制度变化。该项目将为高等教育在美国不平等和代际流动中所起的作用提供新的数据和长期视角。为此，研究人员将构建一个大型的个人层面的数据集，其中包括20世纪就读于不同美国大学的学生。数据收集将分两个步骤进行。第一步，他们将把20世纪初到50年代在美国不同大学就读的学生的历史大学注册记录数字化。第二步，他们将把这些学生与美国人口普查联系起来，使他们能够观察自己的童年环境和自己成年后的长期结果（如收入）。连接这两个数据来源是可能的，因为大学注册和人口普查都包括识别信息，如学生的名字和家乡。通过将这些数据与近年来大学生的类似数据相结合，研究人员将能够描述过去100年来美国大学生的社会经济背景和大学毕业后的成果。研究人员将利用这些数据来解决一些与美国高等教育机会相关的问题：(1)在过去的一个世纪里，社会经济背景较差的学生进入“精英”大学的机会增加了多少？(2)大学录取实践的变化（例如，标准化考试的引入）对他们招收的学生的社会经济背景有什么影响？(3)哪些大学在改善学生就业市场前景方面最有效，尤其是对那些收入分配底层的学生？研究人员将向公众提供这个新的数据集，它将为经济、历史和教育等领域的学者提供许多令人兴奋的研究机会。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。