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ERIC Number: ED671071
Record Type: Non-Journal
Publication Date: 2019-Dec
Pages: 50
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
O Brother, Where Start Thou? Sibling Spillovers in College Enrollment. EdWorkingPaper No. 19-165
Joshua Goodman; Michael Hurwitz; Christine Mulhern; Jonathan Smith
Annenberg Institute for School Reform at Brown University
We study within-family spillovers in college enrollment to show college-going behavior is transmissible between peers. Because siblings' test scores are weakly correlated, we exploit college-specific admissions thresholds that directly affect older but not younger siblings' college options. Older siblings' admissibility substantially increases their own four-year college enrollment rate and quality of college attended. Their improved college choices in turn raise younger siblings' college enrollment rate and quality of college chosen, particularly for families with low predicted probabilities of college enrollment. Some younger siblings follow their older sibling to the same campus but many upgrade by choosing other colleges. The observed spillovers are not well-explained by price, income, proximity or legacy effects, but are most consistent with older siblings transmitting otherwise unavailable information about the college experience and its potential returns. The importance of such personally salient information may partly explain persistent differences in college-going rates by income, geography and other characteristics that define a community.
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Annenberg Institute for School Reform at Brown University
IES Funded: Yes
Grant or Contract Numbers: R305B150010
Department of Education Funded: Yes
Author Affiliations: N/A