An Empirical Test of the Heckman and Rubinstein GED Mixed-Signal: Evidence from Prison
Authors registered in the RePEc Author Service: Daniel Houser ()
No 1007, Working Papers from George Mason University, Interdisciplinary Center for Economic Science
Economists have begun to embrace the notion, already accepted by the market, that GEDs and High School Diplomas signal similar cognitive abilities, but different non-cognitive abilities. To better understand this phenomenon and its implications, this paper presents a study of an education environment, prison, which provides natural controls for non-cognitive abilities. The study reveals similarities in decisions between the two types of agents that are surprising in light of decisions made in standard educational environments. The results support the mixed-signal theory and furthermore suggest that stricter enforcement of discipline and other non-cognitive attributes may help to reduce dropout rates in non-prison educational facilities.
New Economics Papers: this item is included in nep-cbe, nep-exp, nep-hpe and nep-soc
Date: 2008-10, Revised 2008-10
References: View complete reference list from CitEc
Citations Track citations by RSS feed
Downloads: (external link)
http://www.gmu.edu/schools/chss/economics/icesworkingpapers.gmu.edu/pdf/1007.pdf Latest version, 2008 (application/pdf)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:gms:wpaper:1007
Access Statistics for this paper
More papers in Working Papers from George Mason University, Interdisciplinary Center for Economic Science Contact information at EDIRC.
Bibliographic data for series maintained by Shams Bahabib ().