Esteban M. Aucejo
Department of Economics
London School of Economics
and Political Science
Houghton Street, London, WC2A 2AE
CEP, Office 2.29
Tel: 020 7852 3563
Information about this author at RePEc
NBER Working Papers and Publications
|June 2016||College Attrition and the Dynamics of Information Revelation|
with Peter Arcidiacono, Arnaud Maurel, Tyler Ransom: w22325
This paper investigates the role played by informational frictions in college and the workplace. We estimate a dynamic structural model of schooling and work decisions, where individuals have imperfect information about their schooling ability and labor market productivity. We take into account the heterogeneity in schooling investments by distinguishing between two- and four-year colleges, graduate school, as well as science and non-science majors for four-year colleges. Individuals may also choose whether to work full-time, part-time, or not at all. A key feature of our approach is to account for correlated learning through college grades and wages, whereby individuals may leave or re-enter college as a result of the arrival of new information on their ability and productivity. Our findi...
|February 2013||University Differences in the Graduation of Minorities in STEM Fields: Evidence from California|
with Peter Arcidiacono, V. Joseph Hotz: w18799
The low number of college graduates with science degrees -- particularly among under-represented minorities -- is of growing concern. We examine differences across universities in graduating students in different fields. Using student-level data on the University of California system during a period in which racial preferences were in place, we show significant sorting into majors based on academic preparation, with science majors at each campus having on average stronger credentials than their non-science counterparts. Students with relatively weaker academic preparation are significantly more likely to leave the sciences and take longer to graduate at each campus. We show the vast majority of minority students would be more likely to graduate with a science degree and graduate in less ...
Published: Peter Arcidiacono & Esteban M. Aucejo & V. Joseph Hotz, 2016. "University Differences in the Graduation of Minorities in STEM Fields: Evidence from California," American Economic Review, vol 106(3), pages 525-562. citation courtesy of
|November 2012||Affirmative Action and University Fit: Evidence from Proposition 209|
with Peter Arcidiacono, Patrick Coate, V. Joseph Hotz: w18523
Proposition 209 banned the use of racial preferences in admissions at public colleges in California. We analyze unique data for all applicants and enrollees within the University of California (UC) system before and after Prop 209. After Prop 209, graduation rates increased by 4.4%. We present evidence that certain institutions are better at graduating more-prepared students while other institutions are better at graduating less-prepared students and that these matching effects are particularly important for the bottom tail of the qualification distribution. We find that Prop 209 led to a more efficient sorting of minority students, explaining 18% of the graduation rate increase in our preferred specification. Further, universities appear to have responded to Prop 209 by investing more in ...
Published: Affirmative action and university fit: evidence from Proposition 209 Peter Arcidiacono12*, Esteban Aucejo3, Patrick Coate4 and V Joseph Hotz125 * Corresponding author: Peter Arcidiacono email@example.com Author Affiliations For all author emails, please log on. IZA Journal of Labor Economics 2014, 3:7 doi:10.1186/2193-8997-3-7 Published: 15 September 2014
|April 2009||Does Affirmative Action Lead to Mismatch? A New Test and Evidence|
with Peter Arcidiacono, Hanming Fang, Kenneth I. Spenner: w14885
We argue that once we take into account the students' rational enrollment decisions, mismatch in the sense that the intended beneficiary of affirmative action admission policies are made worse off could occur only if selective universities possess private information about students' post-enrollment treatment effects. This necessary condition for mismatch provides the basis for a new test. We propose an empirical methodology to test for private information in such a setting. The test is implemented using data from Campus Life and Learning Project (CLL) at Duke. Evidence shows that Duke does possess private information that is a statistically significant predictor of the students' post-enrollment academic performance. We also propose strategies to evaluate more conclusively whether the evide...
Published: Peter Arcidiacono & Esteban M. Aucejo & Hanming Fang & Kenneth I. Spenner, 2011. "Does affirmative action lead to mismatch? A new test and evidence," Quantitative Economics, Econometric Society, vol. 2(3), pages 303-333, November. citation courtesy of