"Parental Duties, Labor Market Behavior, and Single Fatherhood in America" - REHO 2018
This paper focuses on the implications of custodial single fatherhood on labor market preparation and outcomes. I profile the current U.S. single father population using the American Community Survey 2011 1% Sample and the Panel Study of Income Dynamics. The data reveals that men experience a decrease in income and wages and an increase in weekly hours of housework after entering into single fatherhood by marital separation. These effects persist even after conditioning on individual fixed effects and controlling for the effects of marital separation. This paper also explores the use of exogenous single fatherhood by focusing on a sample of widowers.
"The effect of randomly assigned advisor’s department on student outcomes" - EER 2021
Mentors have the potential to influence important academic and career outcomes. I examine the impact of one type of mentor – academic advisors – on student outcomes at the United States Air Force Academy. Exploiting the random assignment of advisors to first-year students, I find that these mentors influence students in different ways. Male and nonwhite students earn higher grades in courses in their advisors’ academic department, providing evidence that they are more likely to study and/or seek extra help because of their advisor. Advisor’s department is not associated with improved grades for female students; however, they are more likely to declare a major in their advisor’s department. I believe this provides unique evidence on the influence of academic advisors at academic institutions.
"Income Variation and Excess Sensitivity of Goods-Intensive Leisure" - With Nathan Wozny - Labour 2024
We investigate the life-cycle permanent income hypothesis (LCPIH) by estimating the effect of exogenous and predictable income variation on students' signout activity. Students at the United States Air Force Academy (USAFA) receive monthly stipends that cannot be influenced by their labor supply but have considerable and predictable monthly variation. We also observe their absences from campus, which students are required to document on detailed signout logs, and we believe reflect specifically goods-intensive leisure such as dining and entertainment. We estimate the effect of pay variation on leisure choices using difference-in-differences. A $100 increase in monthly income induces 1.8 additional hours off base and increases the frequency of longer-duration trips. Students also record 27 percent more time away from campus than average in weeks when they receive their monthly stipend. These results suggest a departure from the LCPIH using a novel outcome and in a setting where liquidity constraints and imperfect information do not appear to explain the patterns.
"The Impact of Academic Probation: Do Intensive Interventions Help? " - With Nathan Wozny - JHR 2024
Academic probation policies place restrictions on low-performing college students, incentivizing them to improve their performance or leave the program. These policies have the potential to result in better academic outcomes of marginal students but also to increase their attrition. We examine the effect of an academic probation policy that requires an intensive response from students, including mandatory study time. Using a regression discontinuity analysis and administrative data from the U.S. Air Force Academy (USAFA), we find that placement on academic probation increases academic performance without increasing attrition. Probation increases subsequent semester grade point average (GPA) by 0.12 on a 4-point scale with no effect on attrition and a slight increase in completion of STEM majors, impacts that are surprising in light of research showing increased attrition and shifts towards easier courseloads at other institutions. Our findings coupled with the setting of the USAFA suggest that more intensive interventions may help low-performing college students without discouraging students on probation from continuing their studies.
"Peer effects and honor probation: Evidence from USAFA." - EER 2024
Academic cheating is a troubling phenomenon in higher education because it undermines the value of grades and degree completion as a signal of academic ability and skills accumulated. This study uses administrative data from the United States Air Force Academy to estimate the causal effect of honor probation of one’s peers. Using conditionally random squadron assignment, I find that students in a squadron with more peers that have experienced honor probation are less likely to end up on honor probation themselves. This decrease in honor probation is highest for students with low college preparation. These results suggest that increased awareness and salience of punishment for honor probation may discourage academic cheating in higher education.
"Peer Effects and Academic Major: Evidence from USAFA" - With Nathan Wozny - Presented WEA Spring 2021, ASSA Jan 2022, MEA March 2022, SEA Nov 2022 - Draft Available upon request
Academic major is an important choice for college students because it influences the skills with which college graduates enter the job market and their ultimate career path. Despite the importance of academic major, the actual choice of academic major for college students is poorly understood. Although students may consider their perceived strengths and weaknesses as well as potential job opportunities, other factors - such as peer group behavior- may play an important role. Interestingly, we find that all peers do not have equal influence. The overall popularity of academic majors has no influence on the behavior of first year students. However, popularity among high achieving peers appear to increase students' likelihood of declaring similar majors while popularity among low achieving peers seems discourage students from declaring similar majors. We believe this evidence is important to increase our understanding of both the importance of college peer groups, as well as the decision making process regarding choice of academic majors.
"The Time Costs of Academic Credit Hours: Evidence from USAFA" – with Brach Champion - Draft Available upon request
Although the monetary costs of higher education are a barrier for many, the time costs are also significant. Every hour a student spends in class cannot be allocated to any other activity and, moreover, success usually relies on significant time spent studying outside of class. Due to data limitations and endogenous course selection by students, however, these time costs are not well understood. We estimate the causal effects of credit hours on high value leisure time using linked administrative data on both signout activity and academic history at the United States Air Force Academy. Fixed effect estimates suggest that each credit hour costs students about 5 hours of high value leisure per semester, while a cohort-based IV strategy suggests the true cost may exceed 11 hours per credit.