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An Empirical Test of the Heckman and Rubinstein GED Mixed-Signal: Evidence from Prison

Author

Listed:
  • Jason Aimone

    (Interdisciplinary Center for Economic Science, George Mason University)

Abstract
Economists have begun to embrace the notion, already accepted by the market, that GEDs and High School Diplomas signal similar cognitive abilities, but different non-cognitive abilities. To better understand this phenomenon and its implications, this paper presents a study of an education environment, prison, which provides natural controls for non-cognitive abilities. The study reveals similarities in decisions between the two types of agents that are surprising in light of decisions made in standard educational environments. The results support the mixed-signal theory and furthermore suggest that stricter enforcement of discipline and other non-cognitive attributes may help to reduce dropout rates in non-prison educational facilities.

Suggested Citation

  • Jason Aimone, 2008. "An Empirical Test of the Heckman and Rubinstein GED Mixed-Signal: Evidence from Prison," Working Papers 1007, George Mason University, Interdisciplinary Center for Economic Science, revised Oct 2008.
    • Handle: RePEc:gms:wpaper:1007
    as

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    File URL: http://www.gmu.edu/schools/chss/economics/icesworkingpapers.gmu.edu/pdf/1007.pdf
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    References listed on IDEAS

    as
    1. Christoph Vanberg, 2008. "Why Do People Keep Their Promises? An Experimental Test of Two Explanations -super-1," Econometrica, Econometric Society, vol. 76(6), pages 1467-1480, November.
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