ERIC Number: ED555390
Record Type: Non-Journal
Publication Date: 2014-Oct
Pages: 48
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Value of Postsecondary Credentials in the Labor Market: An Experimental Study. A CAPSEE Working Paper
Deming, David J.; Yuchtman, Noam; Abulafi, Amira; Goldin, Claudia; Katz, Lawrence F.
Center for Analysis of Postsecondary Education and Employment
We study employers' perceptions of postsecondary degrees using a field experiment. We randomly assign the sector and selectivity of institution to fictitious resumes and send them to real vacancy postings on a large online job board. According to our results, a bachelor's degree in business from a for-profit "online" institution is 22 percent less likely to receive a callback than a similar degree from a non-selective public institution. Degrees from selective public institutions are relatively more likely to receive callbacks from employers posting higher-salaried jobs, suggesting that employers value college quality and the likelihood of a successful match when contacting applicants. "Measuring Job Quality by Collecting Job Title-Specific Salaries" is appended.
Descriptors: Employer Attitudes, Postsecondary Education, Credentials, Academic Degrees, Public Colleges, Proprietary Schools, Selective Admission, Education Work Relationship, Labor Market, Salaries, Business Administration Education, Allied Health Occupations Education, Resumes (Personal), Job Applicants, Regression (Statistics)
Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org
Publication Type: Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Center for Analysis of Postsecondary Education and Employment (CAPSEE)
Identifiers - Location: California; Florida; Illinois; New York
IES Funded: Yes
Grant or Contract Numbers: R305C110011