Can student loans improve accessibility to higher education and student performance? An impact study of the case of SOFES, Mexico

Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrollment and improved student performance. We analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. Two data sourcesare used to investigate the second channel, student performance. Administrative data provided by SOFES are analyzed using a regression-discontinuity design, and survey data enable us to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students.Primary Education,Public Health Promotion,Health Monitoring&Evaluation,Teaching and Learning,Environmental Economics&Policies,Health Monitoring&Evaluation,Primary Education,Environmental Economics&Policies,Teaching and Learning,Gender and Education

Do student loans improve accessibility to higher education and student performance? An impact study of the SOFES program in Mexico

Financial aid to students in tertiary education can contribute to human capital accumulation through two channels: increased enrolment and improved student performance. We analyse the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, results from the Mexican household survey indicate that financial support has a strongly positive effect on university enrolment. Two data sources are used to investigate the second channel, student performance. Administrative data provided by SOFES are analysed using a Regression-Discontinuity design, and survey data enable us to perform a similar analysis using a different control group. The empirical results suggest that SOFES recipients (i) show better academic performance, and (ii) tend to have more part-time jobs than students without a credit from SOFES.

The demand for higher education in the Netherlands 1950-'99

This paper investigates the role of economic factors in the university enrollment decision for the post-war period in the Netherlands. We include those factors standing at the heart of the idea that education is an investment. Collecting student enrollment data for eight subject categories results in a large data set, as a cross-section dimension is added to the time-series. The econometric results suggest that students are not responsive to tuition fees, but financial support (the sum of loans and grants), the college premium on future labour market earnings, and the alternative wage are important in the enrollment decision.

Ageing and international capital flows

Ageing will have an impact on both savings and investment, potentially leading to substantial international capital flows. This CPB Document provides a comprehensive overview, by considering various questions. What are the differences in the demographic process of ageing across countries? Does ageing lead to a capital outflow? How mobile is capital? What are the effects of a lower rate of return on (pension) savings?

Gender Pay Differences in the European Union: Do Higher Wages Make Up For Discrimination?

This paper explores the role of social interactions at the work floor for understanding gender pay differences in the EU. Using data from the Fourth European Working Conditions Survey, we find that sex similarity of subordinate and supervisor decreases the pay disadvantage for women in non-managerial occupations, though working for a female boss is associated with a lower wage than working for a man. This may point at a ‘discrimination-for-pay’ effect. Female workers can avoid part of the discrimination against them by working for a woman and accepting lower pay. And when they face stronger discrimination in the situation of a male supervisor, they are ‘bribed’ by being offered a higher salary. Different results are obtained for managerial workers where sex similarity of worker and superior actually puts women at a further disadvantage. In addition to effects of vertical gender segregation, we examine whether wage formation is influenced by the proportion of women per sector (i.e., horizontal segregation), but find only weak support for the so-called social bias theory. Our main message is that while the traditional human capital model tends to study the wage formation process in isolation, gender pay differentials can also be seen as a social phenomenon, stemming from social interactions in labor markets

Human capital, R&D, and competition in macroeconomic analysis

Long-run per capita economic growth is driven by productivity growth. Major determinants of productivity are investments in education and research, and the intensity of competition on product markets. While these ideas have been incorporated into modern growth theories and tested in empirical analyses, they have not yet found their way to applied macroeconomic models used to forecast economic developments. In this paper, we discuss various options to include human capital, R&D, and product market competition in a macroeconomic framework. We also study how policy can affect the decisions to build human capital or to perform research, and how competition policy impacts on macroeconomic outcomes. We finally sketch how these mechanisms can be implemented into the large models used at CPB. See also background CPB Memorandum 122 , " Why should governments intervene in education, and how effective is education policy?".