Multiple outcomes of education

The rise of accountability standards has pressed higher education organizations to oversee the production and publication of data on student outcomes more closely than in the past. However, the most common measure of student outcomes, average bachelor's degree completion rates, potentially provides little information about the direct impacts of colleges and universities on student success. Extending scholarship in the new institutionalist tradition, I hypothesize that higher education organizations today exist as, “superficially coupled systems,” where colleges closely oversee their technical outputs but where those technical outputs provide limited insight into the direct role of colleges and universities in producing them. I test this hypothesis using administrative data from the largest, public, urban university system in the United States together with fixed effects regression and entropy balancing techniques, allowing me to isolate organizational effects. My results provide evidence for superficial coupling, suggesting that inequality in college effectiveness exists both between colleges and within colleges, given students' racial background and family income. They also indicate that institutionalized norms surrounding accountability have backfired, enabling higher education organizations, and other bureaucratic organizations like them, to maintain legitimacy without identifying and addressing inequality.

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Educational assortative mating patterns in the U.S. have changed since the 1960s, but we know little about the effects of these patterns on children, particularly on infant health.  Rising educational homogamy may alter prenatal contexts through parental stress and resources, with implications for inequality. Using 1969-1994 NVSS birth data and aggregate cohort-state census measures of spousal similarity of education and labor force participation as instrumental variables (IV), this study estimates effects of parental educational similarity on infant health.  Controlling for both maternal and paternal education, results support family systems theory and suggest that parental educational homogamy is beneficial for infant health while hypergamy is detrimental.  These effects are stronger in later cohorts and are generally limited to mothers with more education.  Hypogamy estimates are stable by cohort, suggesting that rising female hypogamy may have limited effect on infant health.  In contrast, rising educational homogamy could have increasing implications for infant health.  Effects of parental homogamy on infant health could help explain racial inequality of infant health and may offer a potential mechanism through which inequality is transmitted between generations.

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