391:, Deming has investigated the for-profit sector of U.S. higher education, observing that for-profit students are comparatively more likely to be unemployed or "idle" and to earn less after graduation as well as to have far higher default rates on their student loans relative to comparable students from non-profit institutions; by contrast, for-profits tend to educate a larger fraction of minority, disadvantaged and older student and are more successful in first-year student retention and AA and certificate level completion. In further research with them as well as with Noam Yuchtman and Amira Abulafi, Deming finds that a business bachelor's degree from a for-profit online institution is 22% less likely to receive a callback from an employer than one from a nonselective public institution, especially in the absence of external quality indicators. Examining whether online learning technologies have helped decrease prices in higher education, they find that real and relative prices for full-time undergraduate online education has fallen between 2006 and 2013, raising hopes that edtech can "bend the cost curve" of U.S. higher education, although they caution that the impact of online learning on education quality remains uncertain.
360:, i.e., the continuously increasing practice of postponing the entry of children into school, arguing that little evidence supports the notion that doing so benefits children and some evidence suggests that redshirting reduces educational attainment by increasing high school dropout rates and depresses lifetime earnings by delaying entry into the labour market.
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371:, giving students and their families the choice which secondary school they attend substantially helped to reduce crime and incarceration rates among those given the choice, with the impacts being concentrated among high-risk youth whose propensity to become criminal and to commit severe crimes is cut by about half. In further work with
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In research with
Dynarski on the link between college costs and educational attainment, she highlights the potential of college costs to depress college entry and persistence, arguing that simple and transparent programmes in general and programmes linking money to incentives and/or the takeup of
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and Judith
Hastings, Deming finds that giving such the choice of school to students and their families induces them to generally choose public schools that are generally of higher quality, which in turn tends to raise girls' college attainment as these are most likely to benefit from improved
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Relative to the 1980s and 1990s, the U.S. labour market increasingly rewarded social skills in the 2010s, especially in combination with math skills, which Deming attributes to social skills reducing coordination costs and enabling worker specialization and cooperation.
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on a summary index of young adult outcomes, which closes one-third of the gap between children from the median and bottom quartile family income. In earlier research with
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Opportunity
Insights (November 7th, 2018). David Deming Named Winner of 2018 David N. Kershaw Award and Prize. Retrieved July 22nd, 2019.
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Deming, D., Dynarski, S. (2009). Into college, out of poverty? Policies to increase the postsecondary attainment of the poor.
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This article is about the
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Faculty profile of David Deming on the website of the
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Faculty profile of David Deming on the website of
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Deming, D.J. et al. (2016). The value of postsecondary credentials in the labor market: An experimental study.
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as well as the long-term non-test score outcomes of education policies. Key findings of his research include:
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Deming, David J.; Hastings, Justine S.; Kane, Thomas J.; Staiger, Douglas O. (2014).
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Deming, D.J. (2017). The growing importance of social skills in the labor market.
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Deming, David J.; Goldin, Claudia; Katz, Lawrence F.; Yuchtman, Noam (May 2015).
610:"The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?"
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The references used may be made clearer with a different or consistent style of
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In 2018, his research was awarded the David N. Kershaw Award and Prize by the
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the entire citation is linked, which means that authors can not be wikilinked.
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to identify higher education policies and programmes in support of students.
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Profile of David Deming on the website of J-PAL. Retrieved July 22nd, 2019.
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on long-run non-test score outcomes. In 2018, David Deming received the
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Concerning early childhood education, Deming has studied the impact of
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Deming, David J.; Goldin, Claudia; Katz, Lawrence F. (February 2012).
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academic support services in particular appear to be most effective.
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527:"Profile of CLIMB Initiative's team. Retrieved July 22nd, 2019"
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579:"School Choice, School Quality, and Postsecondary Attainment"
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Webpage of David Deming on the website of
Harvard University
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Ohio State
University College of Arts and Sciences alumni
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is an American political scientist. He is a professor of
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Association for Public Policy Analysis and Management
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Association for Public Policy Analysis and Management
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of public policy and economics before moving to the
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325:David Deming's research interests centres on the
404:Deming has performed editorial duties for the
281:(HKS) in 2010. After his Ph.D., Deming joined
201:, professor of education and economics at the
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770:Harvard Graduate School of Education faculty
718:American Economic Journal: Applied Economics
419:American Economic Journal: Applied Economics
413:American Economic Journal: Economic Policy
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309:, and is a Principal Investigator of the
65:Learn how and when to remove this message
470:"Team | Project on Workforce at Harvard"
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790:Goldman School of Public Policy alumni
348:, finding that participants gain 0.23
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299:National Bureau of Economic Research
291:Harvard Graduate School of Education
203:Harvard Graduate School of Education
745:Google Scholar page of David Deming
119:University of California, Berkeley
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293:(HGSE) as assistant and later as
614:Journal of Economic Perspectives
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271:Goldman School of Public Policy
775:Harvard Kennedy School faculty
703:Quarterly Journal of Economics
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785:Harvard Kennedy School alumni
221:for his work in the areas of
209:in general and the impact of
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583:The American Economic Review
77:American political scientist
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407:Journal of Human Resources
367:Deming estimated that, in
283:Carnegie Mellon University
277:in Public Policy from the
164:Carnegie Mellon University
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564:NBER Working Paper Series
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735:Homepage of David Deming
705:, 132(4), pp. 1593-1640.
668:American Economic Review
649:American Economic Review
82:David Deming (geologist)
380:learning environments.
261:in 2002, followed by a
179:IDEAS / RePEc
36:. The reason given is:
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327:economics of education
279:Harvard Kennedy School
241:David Deming earned a
215:David N. Kershaw Award
207:economics of education
199:Harvard Kennedy School
680:10.1257/aer.p20151024
313:, which seeks to use
259:Ohio State University
114:Ohio State University
765:Education economists
626:10.1257/jep.26.1.139
474:Project on Workforce
795:American economists
339:secondary education
295:associate professor
287:assistant professor
227:vocational training
223:secondary education
217:and Prize from the
154:education economics
329:, with a focus on
211:education policies
168:Harvard University
124:Harvard University
315:big data analysis
255:political science
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160:Institutions
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55:October 2023
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373:Thomas Kane
358:redshirting
267:UC Berkeley
175:Information
97:Nationality
754:Categories
537:2019-07-22
479:2024-03-04
434:References
346:Head Start
47:footnoting
688:0002-8282
634:0895-3309
595:0002-8282
247:economics
237:Biography
107:Education
416:and the
321:Research
101:American
43:citation
335:primary
197:at the
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399:Honors
305:, and
303:CESifo
263:M.P.P.
249:and a
231:skills
133:Spouse
307:J-PAL
275:Ph.D.
265:from
257:from
150:Field
684:ISSN
630:ISSN
591:ISSN
387:and
337:and
251:B.A.
243:B.S.
229:and
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