Yue Li
@nkliyue.bsky.social
I’m a PhD student in Economics at UCL.
https://yueli-econ.github.io/
https://yueli-econ.github.io/
🚨Policy implications:
- Shift attention from whether to when mismatch in affirmative action occurs
- Potential for information and academic interventions for disadvantaged students.(7/7)
- Shift attention from whether to when mismatch in affirmative action occurs
- Potential for information and academic interventions for disadvantaged students.(7/7)
June 26, 2025 at 4:18 PM
🚨Policy implications:
- Shift attention from whether to when mismatch in affirmative action occurs
- Potential for information and academic interventions for disadvantaged students.(7/7)
- Shift attention from whether to when mismatch in affirmative action occurs
- Potential for information and academic interventions for disadvantaged students.(7/7)
💡Up to top 10% within-school cutoff (46th percentile of grade 10 test scores), no tradeoffs between more selective college degrees and increased dropouts.(6/7)
June 26, 2025 at 4:18 PM
💡Up to top 10% within-school cutoff (46th percentile of grade 10 test scores), no tradeoffs between more selective college degrees and increased dropouts.(6/7)
✅RDD suggests mismatch at the margin.
- More selective college degrees for some, while increasing dropouts for others, especially for the most overconfident.
- Earning gains for women, but losses for men (5/7)
- More selective college degrees for some, while increasing dropouts for others, especially for the most overconfident.
- Earning gains for women, but losses for men (5/7)
June 26, 2025 at 4:18 PM
✅RDD suggests mismatch at the margin.
- More selective college degrees for some, while increasing dropouts for others, especially for the most overconfident.
- Earning gains for women, but losses for men (5/7)
- More selective college degrees for some, while increasing dropouts for others, especially for the most overconfident.
- Earning gains for women, but losses for men (5/7)
🎯RCT shows that large preferential admissions benefit long-term outcomes of targeted students.
- More selective college degrees without increasing dropouts
- Earning gains concentrated among women (higher take-up), with men’s earning remaining flat (null effects on higher education) (4/7)
- More selective college degrees without increasing dropouts
- Earning gains concentrated among women (higher take-up), with men’s earning remaining flat (null effects on higher education) (4/7)
June 26, 2025 at 4:17 PM
🎯RCT shows that large preferential admissions benefit long-term outcomes of targeted students.
- More selective college degrees without increasing dropouts
- Earning gains concentrated among women (higher take-up), with men’s earning remaining flat (null effects on higher education) (4/7)
- More selective college degrees without increasing dropouts
- Earning gains concentrated among women (higher take-up), with men’s earning remaining flat (null effects on higher education) (4/7)
Combining administrative and survey data, they employ RCT and RDD to estimate the effect of preferential admissions on targeted students and students marginally eligible for admissions, respectively. (3/7)
June 26, 2025 at 4:17 PM
Combining administrative and survey data, they employ RCT and RDD to estimate the effect of preferential admissions on targeted students and students marginally eligible for admissions, respectively. (3/7)
asking: What are the education and labor market impacts of AA on targeted disadvantaged students further down the achievement distribution? (2/7)
June 26, 2025 at 4:17 PM
asking: What are the education and labor market impacts of AA on targeted disadvantaged students further down the achievement distribution? (2/7)
💡Academic program intervention + Fuzzy RD show that relatively cheap tweaks to the first-year experience can improve graduation rates and encourage early major switching.(5/5)
June 26, 2025 at 4:15 PM
💡Academic program intervention + Fuzzy RD show that relatively cheap tweaks to the first-year experience can improve graduation rates and encourage early major switching.(5/5)
✅Survey data + Model of re-enrollment under uncertainty show that knowledge frictions are contributing to achievement gaps across first-generation status.
- FG students have less accurate prior beliefs, higher GPA uncertainty, and less information. They respond more strongly to grade signals. (4/5)
- FG students have less accurate prior beliefs, higher GPA uncertainty, and less information. They respond more strongly to grade signals. (4/5)
June 26, 2025 at 4:14 PM
✅Survey data + Model of re-enrollment under uncertainty show that knowledge frictions are contributing to achievement gaps across first-generation status.
- FG students have less accurate prior beliefs, higher GPA uncertainty, and less information. They respond more strongly to grade signals. (4/5)
- FG students have less accurate prior beliefs, higher GPA uncertainty, and less information. They respond more strongly to grade signals. (4/5)
🎯Administrative data + Coarsened exact matching show that FG have worse academic outcomes in college, even conditional on the joint distribution of many observables. (3/5)
June 26, 2025 at 4:14 PM
🎯Administrative data + Coarsened exact matching show that FG have worse academic outcomes in college, even conditional on the joint distribution of many observables. (3/5)
They combine administrative data, panel survey on student expectations and quasi-experimental evidence from academic program intervention to understand the mechanisms behind the divergence of academic outcomes by first-generation status in college.(2/5)
June 26, 2025 at 4:14 PM
They combine administrative data, panel survey on student expectations and quasi-experimental evidence from academic program intervention to understand the mechanisms behind the divergence of academic outcomes by first-generation status in college.(2/5)
🚨Policy implications:
- Shift attention from whether to when mismatch in affirmative action occurs
- Potential for information and academic interventions for disadvantaged students.(8/8)
- Shift attention from whether to when mismatch in affirmative action occurs
- Potential for information and academic interventions for disadvantaged students.(8/8)
June 26, 2025 at 4:11 PM
🚨Policy implications:
- Shift attention from whether to when mismatch in affirmative action occurs
- Potential for information and academic interventions for disadvantaged students.(8/8)
- Shift attention from whether to when mismatch in affirmative action occurs
- Potential for information and academic interventions for disadvantaged students.(8/8)
💡Up to top 10% within-school cutoff (46th percentile of grade 10 test scores), no tradeoffs between more selective college degrees and increased dropouts.(7/8)
June 26, 2025 at 4:11 PM
💡Up to top 10% within-school cutoff (46th percentile of grade 10 test scores), no tradeoffs between more selective college degrees and increased dropouts.(7/8)
✅RDD suggests mismatch at the margin.
- More selective college degrees for some, while increasing dropouts for others, especially for the most overconfident.
- Earning gains for women, but losses for men(6/8)
- More selective college degrees for some, while increasing dropouts for others, especially for the most overconfident.
- Earning gains for women, but losses for men(6/8)
June 26, 2025 at 4:11 PM
✅RDD suggests mismatch at the margin.
- More selective college degrees for some, while increasing dropouts for others, especially for the most overconfident.
- Earning gains for women, but losses for men(6/8)
- More selective college degrees for some, while increasing dropouts for others, especially for the most overconfident.
- Earning gains for women, but losses for men(6/8)
- More selective college degrees without increasing dropouts
- Earning gains concentrated among women (higher take-up), with men’s earning remaining flat (null effects on higher education)(5/8)
- Earning gains concentrated among women (higher take-up), with men’s earning remaining flat (null effects on higher education)(5/8)
June 26, 2025 at 4:11 PM
- More selective college degrees without increasing dropouts
- Earning gains concentrated among women (higher take-up), with men’s earning remaining flat (null effects on higher education)(5/8)
- Earning gains concentrated among women (higher take-up), with men’s earning remaining flat (null effects on higher education)(5/8)
🎯RCT shows that large preferential admissions benefit long-term outcomes of targeted students.(4/8)
June 26, 2025 at 4:10 PM
🎯RCT shows that large preferential admissions benefit long-term outcomes of targeted students.(4/8)
Combining administrative and survey data, they employ RCT and RDD to estimate the effect of preferential admissions on targeted students and students marginally eligible for admissions, respectively.(3/8)
June 26, 2025 at 4:07 PM
Combining administrative and survey data, they employ RCT and RDD to estimate the effect of preferential admissions on targeted students and students marginally eligible for admissions, respectively.(3/8)
asking: What are the education and labor market impacts of AA on targeted disadvantaged students further down the achievement distribution? (2/8)
June 26, 2025 at 4:07 PM
asking: What are the education and labor market impacts of AA on targeted disadvantaged students further down the achievement distribution? (2/8)
and (3) allow for different admission and student sorting rules in the post-Prop 209 period, and then run a counterfactual simulation model.
💡The work is still in progress.(5/5)
💡The work is still in progress.(5/5)
June 26, 2025 at 4:03 PM
and (3) allow for different admission and student sorting rules in the post-Prop 209 period, and then run a counterfactual simulation model.
💡The work is still in progress.(5/5)
💡The work is still in progress.(5/5)
✅They extend the model of AAH to (1) explicitly model admission and how it changes with the removal of racial preferences, (2) incorporate and make assumptions of outside options,
June 26, 2025 at 4:02 PM
✅They extend the model of AAH to (1) explicitly model admission and how it changes with the removal of racial preferences, (2) incorporate and make assumptions of outside options,
- Bleemer (2022) uses pre and post-Prop 209 administrative data with DiD and shows that after Prop 209 banned race-based affirmative action, science and overall graduation rates fell for URMs relative to non-URMs. Negative effects on earnings, driven by Hispanics, also appear.(4/5)
June 26, 2025 at 4:01 PM
- Bleemer (2022) uses pre and post-Prop 209 administrative data with DiD and shows that after Prop 209 banned race-based affirmative action, science and overall graduation rates fell for URMs relative to non-URMs. Negative effects on earnings, driven by Hispanics, also appear.(4/5)
🎯Motivation: Opposing results from the following two papers.
- AAH (2016) use pre-Prop 209 FOIA data with structural model and show that reshuffling URM students according to non-URM rules within the UC system would increase graduation rates, especially in STEM fields, due to a better match.(3/5)
- AAH (2016) use pre-Prop 209 FOIA data with structural model and show that reshuffling URM students according to non-URM rules within the UC system would increase graduation rates, especially in STEM fields, due to a better match.(3/5)
June 26, 2025 at 4:01 PM
🎯Motivation: Opposing results from the following two papers.
- AAH (2016) use pre-Prop 209 FOIA data with structural model and show that reshuffling URM students according to non-URM rules within the UC system would increase graduation rates, especially in STEM fields, due to a better match.(3/5)
- AAH (2016) use pre-Prop 209 FOIA data with structural model and show that reshuffling URM students according to non-URM rules within the UC system would increase graduation rates, especially in STEM fields, due to a better match.(3/5)
They extend the structural model of Arcidiacono, Aucejo, and Hotz (AAH) (2016), using Post-Prop 209 data, modeling admissions, and constructing graduation rates for outside options to reconcile the results of AAH (2016) and Bleemer (2022).(2/5)
June 26, 2025 at 4:01 PM
They extend the structural model of Arcidiacono, Aucejo, and Hotz (AAH) (2016), using Post-Prop 209 data, modeling admissions, and constructing graduation rates for outside options to reconcile the results of AAH (2016) and Bleemer (2022).(2/5)