LIQUIDITY AFFECTS JOB CHOICE: EVIDENCE FROM TEACH FOR AMERICA

• 成果类型: Article
• 署名作者: Coffman, Lucas C.; Conlon, John J.; Featherstone, Clayton R.; Kessler, Judd B.
• 署名单位: Harvard University; University of Pennsylvania; National Bureau of Economic Research
• 刊物名称: QUARTERLY JOURNAL OF ECONOMICS
• ISSN/ISSBN: 0033-5533
• DOI: 10.1093/qje/qjz018
• 发表日期: 2019
• 页码: 2203-2236
• 关键词: unemployment-insurance; EDUCATIONAL DEBT; early-career; constraints; IMPACT; consumption; incentives; schools

摘要

Can access to a few hundred dollars of liquidity affect the career choice of a recent college graduate? In a three-year field experiment with Teach For America (TFA), a prestigious teacher placement program, we randomly increase the financial packages offered to nearly 7,300 potential teachers who requested support for the transition into teaching. The first two years of the experiment reveal that although most applicants do not respond to a marginal $600 of grants or loans, those in the worst financial position respond by joining TFA at higher rates. We continue the experiment into the third year and self-replicate our results. For the highest-need applicants, an extra $600 in loans, $600 in grants, and $1,200 in grants increase the likelihood of joining TFA by 12.2, 11.4, and 17.1 percentage points (or 20.0%, 18.7%, and 28.1%), respectively. Additional grant and loan dollars are equally effective, suggesting a liquidity mechanism. A follow-up survey bolsters the liquidity story and also shows that those drawn into teaching would have otherwise worked in private-sector firms. JEL Codes: I21, J22, J45, J62, J68.