U.S. Air Force Academy
Department of Economics and Geosciences
2354 Fairchild Dr
USAFA, CO 80840
Institutional Affiliation: U.S. Air Force Academy
Information about this author at RePEc
NBER Working Papers and Publications
|March 2020||The Effects of Professor Gender on the Post-Graduation Outcomes of Female Students|
with , , : w26822
Although women earn approximately 50 percent of science, technology, engineering and math (STEM) bachelor’s degrees, more than 70 percent of scientists and engineers are men. We explore a potential determinant of this STEM gender gap using newly collected data on the career trajectories of United States Air Force Academy students. Specifically, we examine the effects of being assigned female math and science professors on occupation choice and postgraduate education. We find that, among high-ability female students, being assigned a female professor leads to substantial increases in the probability of working in a STEM occupation and the probability of receiving a STEM master’s degree.
|November 2012||Gasoline Prices, Fuel Economy, and the Energy Paradox|
with : w18583
It is often asserted that consumers undervalue future gasoline costs relative to purchase prices when they choose between automobiles, or equivalently that they have high "implied discount rates" for these future energy costs. We show how this can be tested by measuring whether relative prices of vehicles with different fuel economy ratings fully adjust to time series variation in gasoline price forecasts. We then test the model using a detailed dataset based on 86 million transactions at auto dealerships and wholesale auctions between 1999 and 2008. Over our base sample, vehicle prices move as if consumers are indifferent between one dollar in discounted future gas costs and only 76 cents in vehicle purchase price. We document how endogenous market shares and utilization, measurement erro...
Published: Hunt Allcott & Nathan Wozny, 2014. "Gasoline Prices, Fuel Economy, and the Energy Paradox," The Review of Economics and Statistics, MIT Press, vol. 96(5), pages 779-795, December. citation courtesy of
|November 2011||Permanent Income and the Black-White Test Score Gap|
with : w17610
Analysts often examine the black-white test score gap conditional on family income. Typically only a current income measure is available. We argue that the gap conditional on permanent income is of greater interest, and we describe a method for identifying this gap using an auxiliary data set to estimate the relationship between current and permanent income. Current income explains only about half as much of the black-white test score gap as does permanent income, and the remaining gap in math achievement among families with the same permanent income is only 0.2 to 0.3 standard deviations in two commonly used data sets. When we add permanent income to the controls used by Fryer and Levitt (2006), the unexplained gap in 3rd grade shrinks below 0.15 standard deviations, less than half of...
Published: Jesse Rothstein & Nathan Wozny, 2013. "Permanent Income and the Black-White Test Score Gap," Journal of Human Resources, University of Wisconsin Press, vol. 48(3), pages 510-544. citation courtesy of