The Fast Track to New Skills

Page 162

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The Fast Track to New Skills

with their dropout rate, extra time to graduate, formal employment, or wages? If so, how strong is the association? The empirical strategy used to estimate these contributions or associations is described in box 4.221 and the results are summarized in figures 4.4 to 4.7. The values in the figures correspond only to the variables that showed a relevant correlation with the corresponding outcome (that is, the figures include only the associations that are statistically significant at the 10 percent level or less). The magnitudes of the coefficients are comparable within the figures, but they have different interpretations across the graphs, depending on the outcome under analysis. To approximate the estimations to a value-added approach, the main specifications include controls for student, program, and HEI ­characteristics, as described in box 4.2.

Academic Performance and Determinants of SCP Quality Dropout Rate Figure 4.4 summarizes the quality determinants associated with the dropout rate. The estimations show four determinants associated with lower dropout rates. The first one is related to the curriculum: programs with a fixed curriculum are more likely to have lower dropout rates. This result is in line with the literature from the United States, which finds evidence that programs with a completely

Box 4.2  Estimating the Contributions of the Quality Determinants to Academic and Labor Market Outcomes: A LASSO-Regression Approach For estimating the contributions of the programs’ practices and inputs to academic and labor market outcomes, the World Bank Short-Cycle Program Survey (WBSCPS) has the advantage of providing a large set of explanatory variables that can be assessed as potential quality determinants. However, the large number of explanatory variables posits two challenges. The first is selecting the “right” set of explanatory variables. On the one hand, using too few controls or the wrong ones may create omitted variable bias. On the other hand, using too many may lead to model overfitting. The second challenge is that the sample sizes in some countries are small. For instance, there are only 80 SCPs in the Dominican Republic. Since there might be more variables than observations, the model might not be identified. The first challenge could be addressed by creating indexes within each of the five categories of determinants by using statistical techniques for data reduction, such as factor or principal components analyses. However, this technique requires interval-level data, a requirement not met by some of the survey variables. Moreover, the types of variables (interval level or dummy variables) would vary within each determinant, which would preclude the use of these techniques. Hence, to address the challenges of selecting explanatory variables and potential under­ identification or nonidentification of the model, the parameters of interest are estimated using the Least Absolute Shrinkage and Selection Operator (LASSO) technique. This is being used in box continues next page


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References

8min
pages 211-217

Notes

2min
page 210

5.7 Flexible Academic Pathways in the United States

7min
pages 204-206

5.6 Oversight and Regulation Reform: Recent Attempts in LAC

2min
page 202

Skill Development Pathways

2min
page 203

Institutions in the United States

2min
page 201

Funding

4min
pages 195-196

Oversight and Regulation

7min
pages 198-200

5.3 What Do We Know about Information Interventions?

4min
pages 193-194

Information

5min
pages 191-192

Education in LAC

2min
page 190

Education Markets?

5min
pages 188-189

4.3 Quality Determinants and Value Added: The Case of Brazil

5min
pages 170-171

References

4min
pages 181-184

Notes

4min
pages 179-180

Graduates’ Wages

2min
page 169

4A.2 Summary of Results B5.4.1 Net Present Value of SCPs, from the Policy

1min
page 176

Formal Employment

4min
pages 167-168

Extra Time to Degree

4min
pages 165-166

A LASSO-Regression Approach

5min
pages 162-163

Dropout Rates

1min
page 164

and Student Outcomes

2min
page 161

SCPs in Colombia

9min
pages 157-160

4.1 Student Academic Outcomes, by Country

2min
page 152

Defining and Measuring SCP Quality

4min
pages 150-151

References

1min
page 146

Notes

2min
page 145

Conclusions

2min
page 144

3.2 Two Market Paradigms: Colombia and Chile

2min
page 120

3.23 Activities to Support Students’ Job Search

2min
page 141

Notes

4min
pages 111-112

Conclusions

2min
page 110

References

5min
pages 113-116

by Country

2min
page 107

Overall and by Field of Study

2min
page 105

Contribution (Value Added) of SCPs Demand for SCP Graduates: Exploiting

2min
page 103

Expanding the Supply of SCPs: Who Would Benefit and Why?

5min
pages 100-101

2.4 Estimating Value Added

2min
page 104

Economic Value of SCPs in LAC

2min
page 89

2.2 Estimating Mincerian Returns

2min
page 90

What Do We Know?

7min
pages 86-88

2.1 Sources of Information

4min
pages 84-85

References

1min
page 82

Conclusions

2min
page 76

Critical Institutional Aspect: Funding

2min
page 68

Notes

4min
pages 80-81

and of High School Graduates, circa 2018

4min
pages 65-66

1.2 Fundamental Data Source: SEDLAC

5min
pages 62-64

circa 2018

2min
page 67

1.1 Short-Cycle Programs in the United States and Germany

2min
page 60

Framework of the Book

2min
page 53

O.1 In LAC, Students in SCPs Are More Disadvantaged and Less Traditional Than Those in Bachelor’s Programs

2min
page 30

Policy to Realize the Potential of SCPs

4min
pages 43-44

I.1 Some Technical Aspects of the World Bank Short-Cycle Program Survey

2min
page 51

World Bank Short-Cycle Program Survey

2min
page 50

O.4 On Average, SCPs in LAC Have Good Curriculum, Infrastructure, and Faculty—but with Much Variation

4min
pages 39-40

BI1.1 Universes, Samples, and Response Rates, by Country

2min
page 52

Introduction

4min
pages 47-48
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