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dc.contributor.advisorWebber, Douglas (Douglas A.)
dc.creatorMcFarlane, Ashley
dc.date.accessioned2021-08-23T18:18:05Z
dc.date.available2021-08-23T18:18:05Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6891
dc.description.abstractThe dissertation comprises of two chapters that use applied econometric techniques to analyze policy related questions that have implications for educational outcomes and one chapter that assesses factors that influence foreign direct investment inflows. In the first chapter I study the impact of equity premiums on the completion numbers of minority students. In the second chapter I assess the impact that state funding cuts for higher education may have on completion numbers across racial and ethnic lines. For the last chapter I study the relationship between intellectual property rights and foreign direct investmentFor chapter one, I study the impact that equity premiums inclusion in performance-based funding models have on the completion numbers of minority students. Using a combination of administrative data over the period 2004 to 2018 with two-way fixed effects methods, I investigate the impact of the premiums on completion numbers of Black, Hispanic, and Native American students. My estimates show that in the short run (up to 2 years post-policy) there are no changes in the completion numbers of at-risk students in adopting and non-adopting states. Secondly, there is heterogeneity in policy effects across ethnicity, in particular Hispanic student completion numbers decrease in adopting states. Thirdly, public institutions become more selective in their admissions of at-risk students post-policy, which may lead to the overall null effects I establish. For chapter two, I investigate whether there exist variations in how state funding cuts for higher education may impact on completion numbers across racial and ethnic lines. Combining administrative data from 1997 to 2018 with two-stage least squares methodology, I test how institutional state funding instrumented by total state funding may influence completion numbers across racial categories. I find that changes in state funding have no significant impact on the completion numbers for each racial category of students. For chapter three, I extend Spatz and Nunnenkamp’s (2003) analysis by using a panel dataset to determine a causal relationship between intellectual property right (IPR) protections and foreign direct investment (FDI) inflows. Using a fixed-effects Poisson model my results shows that IPR is a causal determinant of FDI within the manufacturing industry. My study concludes that as a country improves their IPR protections, the positive impact on FDI within the manufacturing industry, increases at a decreasing rate.
dc.format.extent107 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEconomics
dc.subjectPublic policy
dc.subjectEducation policy
dc.subjectForeign direct investment
dc.subjectHigher education
dc.subjectIntellectual property rights
dc.subjectPerformance based funding
dc.subjectRace
dc.subjectState finance policy
dc.titleTwo Essays in Education Economics and One Essay in International Economics
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberMaclean, Johanna Catherine
dc.contributor.committeememberRitter, Moritz B.
dc.contributor.committeememberLevine, Judith Adrienne, 1965-
dc.description.departmentEconomics
dc.relation.doihttp://dx.doi.org/10.34944/dspace/6873
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
dc.identifier.proqst14603
dc.creator.orcid0000-0002-8543-6289
dc.date.updated2021-08-21T10:08:07Z
refterms.dateFOA2021-08-23T18:18:06Z
dc.identifier.filenameMcFarlane_temple_0225E_14603.pdf


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