Rate of Return to Education Investments: Economic and Social Paul Sommers, Seattle University A Progress Report from NORED, June 2006
Dec 22, 2015
Rate of Return to Education Investments: Economic and Social
Paul Sommers, Seattle University
A Progress Report from NORED, June 2006
National Data on Educational Attainment and Earnings
Source: Hill et al. The value of higher education 2003, p. 14
Rate of Return to College Education Increased over Last Two Decades
Source: Hill et al. The value of higher education , 2003, p. 15
A Note on “Credentialism” Several distinguished economists offered
prognostications of and over-supply of college graduates and a likely reduction in earnings of those with BAs or higher in the mid-1970s
Margaret Gordon, Higher Education and the Labor Market, 1974
Richard Freeman, The Overeducated American, 1976
A worse prediction could not have been made! The historical record shows just the opposite – higher wages for college graduates over time, and a larger gap between BA and higher wages vis á vis lower levels of education attainment
This should give some pause concerning the idea that we are now approximately in supply/demand balance on BA level degree production
Voluminous literature on RofR to Education in Many Countries
Psacharopoulos & Patrinos (2004) review studies from 73 countries
“Social” return in this figure just takes into account public investments in education
Spillover, or externality effects are discussed but no estimates of these effects are provided
Costs vs. Benefits of a BA Degree
Source: Hill et al. The value of higher education, p. 17
Other Studies
Kentucky study (Education and the Common Good, 2001) compares BA holders to high school graduates $357K increase in lifetime earnings
for men and $156K for women; Higher levels of income tax
contributions by college grads; More voting, less smoking, less
welfare use, more volunteer hours
Other Studies
California study (Return on Investment, 2005) finds a doubling of income, comparing college grads to high school grads, and notes significant differences by race/ethnicity/immigrants
Other Studies
Monk-Turner (1994) found a 7.9% return by age 27 to students who started college at a 4-year institution, and a 5.4% return to similarly aged students who started at a community college.
Most rate of return estimates have gone up in recent years, but this is the only study comparing 2- and 4- year degree holders
Training Programs for Dislocated Workers and Adults Lacking Basic Education
Jacobson et al. (2004, 2005) Additional year of college is
associated with 7% higher future earnings
Opportunity costs are high for workers over 35 who may be better off just going back to work rather than pursuing higher education
Study uses administrative data from Washington
Training Programs for Dislocated Workers and Adults Lacking Basic Education
Hollenbeck and co-authors (2003) provide preliminary results from studies in 6 states incl. Washington using administrative data Small positive cost-benefit results in most
states; negative impacts in one Hollenbeck (2004) reports results only
from Washington 5-10 percent earnings increases for job training
participants compared to a similar group of dislocated workers who just went back to work
Training Programs for Dislocated Workers and Adults Lacking Basic Education
Prince and Jenkins (2005) find a “tipping point” – ABE and ESL students who go on to complete at least a year of college credit courses had earnings $1700-2500 higher than students who completed 10 or fewer college credits after ABE/ESL training I-BEST program devised to keep these
students involved and participating long enough to get past this tipping point
Types of Social Returns Spillover or externality impacts (Moretti;
Hill et al.) more degreed individuals in a regional economy higher wages for everyone because productivity goes up, technology development and adoption increase, and positive feedback loops put the region on a faster growth track
Non-monetized benefits – less crime, more civic participation, lower dependence on safety nets, better health outcomes, more charitable giving
Moretti’s externality study Cross sectional data from 282 cities at
three points in time (Census years) with lots of control variables to take into account many potential competing explanations, PLUS a longitudinal study of 6,791 individuals from 201 cities
Results, consistent across both bodies of data, suggest that a 1% increase in college grads in a city result in wage increases of:
1.9% for workers who did not graduate from high school 1.6% for high school grads in the city 0.4% for college grads
Crime Lochner & Moretti (2003) study uses multiple
data sets and carefully designed statistical analyses to explore the relationship between education and crime
Findings: 1% increase in high school graduation rates
nationally would save $1.4 billion, about $2100 per high school graduate
This social return is 14-26% of the private return to the high school graduates, or $53 to 100 billion
Authors compare these benefits to 1990 average national cost of a year of high school of $6,000
Early Childhood Interventions Reynolds et al. (2003) longitudinal study in
Chicago claims a $7.14 benefit to society for every $1 invested in an 18 year longitudinal study of children in Chicago Child Parent Centers (n=989) vs. a comparison group (n=550)
Chicago Child Parent Centers emphasize early intervention, parent involvement, structured language/basic skills learning, health and social services, and program continuity into early school years
Benefits include stronger parental support, lower juvenile delinquency and greater educational achievement by age 21; dollar estimates came from costing out lower justice system and remedial education costs
Early Childhood Interventions Rolnick and Grunewald report on the
Perry Pre-School program in Ypsilanti, MI Outcomes for 123 children in pre-school
program, relative to a comparison group Perry Pre-School participants were:
more likely to graduate from high school, more likely to earn more than $2,000 per
month, and less likely to have been incarcerated as of
age 27; Rolnick and Grunewald calculate a 16%
real rate of return on investment, with most of the benefits going to the public at large (e.g., lower justice system costs)
Early Childhood Interventions Lynch (2004) provides cost estimates
for a national pre-school program for all 3-4 year olds in poor families Estimated cost $20B in first year and
tapering off thereafter as savings kick in (children do better in school; later on less crime, more employment in well paying jobs and less use of social assistance)
New tax revenues would offset costs by year 17
Early Childhood Interventions vs. Higher Education Investments
Higher education returns may be largely private returns to the student who earns more after completing college
Early childhood studies emphasize social returns including lower costs in K-12 education because these children are better prepared for school, as well as lower criminal justice and social assistance system costs
Higher education also impacts criminal justice and social assistance costs
The College Board:“Education Pays”
Statistical correlation is clear, but no controls for causality problems
The College Board:“Education Pays”
The College Board:“Education Pays”
The College Board:“Education Pays”
The College Board:“Education Pays”
The College Board:“Education Pays”
Additional findings – as education level increases: Volunteerism increases Voting rates are higher Children have better learning behavior
and cognitive skills More likely to donate blood Social program expenditures are lower
Source:Tom MortinsonPost-SecondaryEducation website
Conclusions Convincing evidence from well crafted studies
published in leading journals: Early childhood programs reduce K-12 costs and result in
higher earnings A high and increasing rate of return to earning a
bachelors or graduate degree A substantial return for an associates degree or technical
program certificate Higher earnings higher tax revenues and lower social
assistance costs Solid evidence from well done studies using WA admin
data Positive returns for dislocated worker and ABE/ESL if they
go on to take at least a year of college credit courses Opportunity costs reduce overall return estimates
especially for older workers
Conclusions Social returns have been demonstrated in
well crafted studies Less crime Spillover impacts on non-degreed workforce as
degreed workforce grows Productivity impacts that turn into higher
wages Correlational studies not proving causality
but suggesting additional impacts Better health/less smoking, more voting, more
volunteerism, etc., etc.
Conclusions
Correlations do not prove causation and extrapolation from these studies to potential returns on investments this state might make must be done judiciously!
Those who benefit from higher education may differ from those that have historically not participated in ways for which even the best of studies may not have devised good controls
Potential areas for investment suggested by this literature Pre-school programs Plug leaks in education system Expand access to higher education in low
participation rate counties and among minorities
Displaced worker and adult education programs
Labor market has an enduring appetite for better educated workers – actions to “feed” that appetite will have many positive impacts