An Empirical Test of the Heckman and Rubinstein GED Mixed-Signal: Evidence from Prison
AbstractEconomists 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.
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Bibliographic InfoPaper provided by George Mason University, Interdisciplinary Center for Economic Science in its series Working Papers with number 1007.
Length: 10 pages
Date of creation: Oct 2008
Date of revision: Oct 2008
This paper has been announced in the following NEP Reports:
- NEP-ALL-2008-10-21 (All new papers)
- NEP-CBE-2008-10-21 (Cognitive & Behavioural Economics)
- NEP-EXP-2008-10-21 (Experimental Economics)
- NEP-HPE-2008-10-21 (History & Philosophy of Economics)
- NEP-SOC-2008-10-21 (Social Norms & Social Capital)
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