This article specifies a dynamic model of education, borrowing, and work decisions of high school graduates to ascertain how increasing the amount students are permitted to borrow through government-sponsored loan programs would affect educational attainment.

In this paper I propose and estimate a dynamic model of education, borrowing, and work decisions of high school graduates. I examine the effect of relaxing borrowing constraints on educational attainment by simulating increases in the amount students are permitted to borrow from government...

In this article, I propose and estimate a dynamic model of education, borrowing, and work decisions of high school graduates. I examine the effect of relaxing borrowing constraints on educational attainment by simulating increases in the amount students are permitted to borrow from...

Teacher value-added models (VAMs) must isolate teachers’ contributions to student achievement to be valid. Well-known VAMs use different specifications, however, leaving policymakers with little clear guidance for constructing a valid model.

This article specifies a dynamic model of education, borrowing, and work decisions of high school graduates to ascertain how increasing the amount students are permitted to borrow through government-sponsored loan programs would affect educational attainment.