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dc.contributor.authorBarber, Michael
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date.accessioned2019-02-04T19:22:28Z
dc.date.available2019-02-04T19:22:28Z
dc.identifier.urihttp://hdl.handle.net/1974/25972
dc.description.abstractThis thesis examines several topics relating to family background and educational achievement. Chapter 2 examines the influence of credit constraints and government policy on college choice and educational attainment in the United States. We propose a discrete dynamic programming model of human capital accumulation where agents make schooling, borrowing, saving, and work decisions. Structural parameters of the model are estimated using from the 1997 cohort of the National Longitudinal Survey of Youth (NLSY97) and Generalized Method of Moments (GMM). The fitted model underpredicts on a number of key dimensions, but provides a preliminary framework to explore counterfactual policies. These policy experiments indicate that college choice and completion are not influenced by changes to tuition levels, interest rates or grants. We find that the non-pecuniary benefits of attending private schools plays an important role in individual college choice. Chapters 3 and 4 analyze the test gap between ethnic minorities and white students in Canada with a focus on the Indigenous-white test score gap. In Chapter 3, we use data from the National Longitudinal Survey of Children and Youth to show that after controlling for a rich set of observables, students who self-identify as Indigenous perform 0.31 standard deviations lower on a standardized math test compared to their white counterparts. Counterfactual distributions from the decomposition method of Lemiuex (2002) suggest that the test gap between low performing students is more than eliminated after accounting for the differences in the returns to and levels of observable characteristics; however, a sizeable gap remains among high performing students. Chapter 4 further explores the timing of the emergence of the test gap between Indigenous and non-Indigenous youth. We find that the test score gap emerges at 12 years of age, and, despite renewed attention to Indigenous education, the test score gap has not improved between 1994 and 2009.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsCC0 1.0 Universal*
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectIndigenous educationen_US
dc.subjectcredit constraintsen_US
dc.subjecteducational attainmenten_US
dc.titleInequalities in Educational Choice and Outcomesen_US
dc.typethesisen
dc.description.degreeDoctor of Philosophyen_US
dc.contributor.supervisorFerrall, Christopher
dc.contributor.departmentEconomicsen_US


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