Effects on (Hypothetical) Program Earnings
| Women | Men | All | |||||||
|---|---|---|---|---|---|---|---|---|---|
| First-Years 1 | Second-Years 2 | All 3 | First-Years 4 | Second-Years 5 | All 6 | First-Years 7 | Second-Years 8 | All 9 | |
| Panel A. Fall | |||||||||
| Control mean | 645 [657] | 695 [589] | 667 [628] | 770 [670] | 774 [642] | 760 [658] | 682 [663] | 707 [602] | 693 [637] |
| Treatment effect | −18.8 (53.1) | 99.7 (60.9) | 39.9 (39.9) | 33.9 (69.8) | 49.2 (73.1) | 11.9 (51.3) | −5.73 (41.9) | 72.0 (45.9) | 28.0 (31.1) |
| N | 444 | 374 | 818 | 246 | 195 | 441 | 690 | 569 | 1,259 |
| Panel B. Spring | |||||||||
| Control mean | 589 [608] | 711 [598] | 640 [606] | 644 [600] | 655 [683] | 649 [633] | 605 [606] | 696 [622] | 642 [614] |
| Treatment effect | −57.6 (49.4) | 24.7 (66.4) | −19.1 (39.6) | −20.0 (59.5) | 170 (80.7)** | 35.5 (49.4) | −52.5 (37.6) | 77.3 (51.0) | 4.47 (30.8) |
| N | 441 | 340 | 781 | 242 | 183 | 425 | 683 | 523 | 1,206 |
| Panel C. Full Year | |||||||||
| Control mean | 1,240 [1,220] | 1,390 [1,090] | 1,300 [1,170] | 1,430 [1,230] | 1,400 [1,270] | 1,420 [1,240] | 1,290 [1,230] | 1,390 [1,140] | 1,330 [1,190] |
| Treatment effect | −80.2 (95.3) | 165 (121) | 33.0 (74.1) | 7.01 (121) | 255 (144)* | 54.8 (95.2) | −64.3 (74.3) | 180 (91.3)** | 41.1 (58.2) |
| N | 441 | 339 | 780 | 242 | 181 | 423 | 683 | 520 | 1,203 |
Notes: “Control Mean” rows list averages and standard deviations of program earnings, within the relevant gender-year subgroup. “Treatment Effect” rows report coefficients from regressions of program earnings on a treatment dummy, with sampling strata controls (gender, year in school, and high school grade quartile) and controls for high school grade average, whether students’ first language is English, parents’ education, and whether students answered questions on program rules correctly Control earnings are hypothetical; treated earnings are actual. Full-year courses are double-weighted in the earnings calculation. The sample used for the full-year estimates includes students with grades in Fall and Spring. The Fall analysis omits full-year courses. If we restrict the Fall and Spring samples to be the same as the full-year sample, then the effects for the full-year are the sum of the Fall and Spring effects. (This is also true in later tables.) Robust standard errors are in parentheses; standard deviations are in square brackets.
↵* significant at 10 percent;
↵** significant at 5 percent;
*** significant at 1 percent