Table 4

OLS Estimates of the Effect of College Sector on Earnings

UT–AustinTexas A&M College StationCommunity College
No controls:
    Full sample0.190**
(0.006)		0.272**
(0.005)		−0.145**
(0.005)
Test score controls:
    Full sample0.141**
(0.007)		0.237**
(0.006)		−0.106**
(0.005)
Test score, demographic, and background controls:
    Full sample0.128**
(0.007)		0.217**
(0.006)		−0.099**
(0.005)
All controls:
    Full sample0.115**
(0.007)		0.212**
(0.006)		−0.100**
(0.005)
All controls, by race and ethnicity:
    White sample0.129**
(0.008)		0.219**
(0.006)		−0.085**
(0.006)
    Black sample0.034
(0.040)		0.206**
(0.043)		−0.107**
(0.019)
    Asian sample0.138**
(0.022)		0.179**
(0.034)		−0.271**
(0.034)
    Hispanic sample0.035**
(0.018)		0.180**
(0.019)		−0.123**
(0.010)

  • Source: Authors’ calculations from the University of Texas at Dallas Education Research Center data and administrative earnings records as described in the text.

  • Notes: Each cell represents a separate regression, and each coefficient shows the mean adjusted earnings difference between the students graduating from each school type and the students graduating from a nonflagship public university. Test score controls are quartics in the state math, reading and writing tests as well as each student’s relative rank in their high school on each exam. Demographic and background controls include student ethnicity/race, Title I status, English proficiency, free and reduced price lunch status, enrollment in gifted programs, special education, career and technology courses, whether the student had a college plan, and whether he was at risk of dropping out. All controls add high school variables in the year of graduation: the ethnic composition of the high school, the percentage of students in each economic status group, the percentage of gifted students and students at risk, the percentage of Title I eligible students, and total school enrollment. Robust standard errors are in parentheses:

  • ↵** indicates statistical significance at the 5 percent level and

  • * indicates statistical significance at the 10 percent level.