Judith Scott-Clayton
Asst Prof in Economics & Education and Senior Research Associate, Community College Research Center
212-678-3478
Office Hours: Please e-mail me to make an appointment.
Office Location: Thorndike 4th floor
Expertise
- Economics
- Education Policy
Judith Scott-Clayton
Professional Background
Educational Background
Scholarly Interests
Judith Scott-Clayton is an Assistant Professor of Economics and Education at Teachers College, Columbia University, where she teaches courses on labor economics and quantitative methods for causal inference. She is also a Senior Research Associate at the Community College Research Center (CCRC) based at Teachers College, and a Faculty Research Fellow of the National Bureau of Economic Research. Her primary areas of study are labor economics and higher education policy, with a particular focus on financial aid, student employment, and programmatic barriers to persistence and completion at the non-selective public two- and four year institutions that enroll the majority of undergraduates.
Scott-Clayton’s research has been published in the Journal of Human Resources, Educational Evaluation and Policy Analysis, the National Tax Journal, and Community College Review. Her recent research on the predictive validity of college placement exams merited an article and editorial in the New York Times. Her quasi-experimental study of the impact of West Virginia’s PROMISE scholarship (a state-funded merit-based tuition grant) received coverage from CNN and The New York Times Magazine. Earlier research with examining the adverse consequences of complexity in the federal student aid application process has contributed to national policy debates about financial aid simplification. Ongoing projects include an evaluation of the impact of remediation on future college outcomes, an examination of the consequences of student employment, and an effort to link administrative data sources to analyze the impact of postsecondary experiences on future earnings trajectories.
Scott-Clayton is an active participant in policy working groups at the state and federal level, and has contributed to the New York Times’ Economix blog, where she focuses on current topics in education.
Her complete CV is available here.
For links to news coverage, click on "Vitae" above and then click on "Personal News."
Selected Publications
“Information Constraints and Financial Aid Policy,” in Heller, D. & Callender, C. (eds.), Student Financing of Higher Education: A Comparative Perspective, London
“Do High-Stakes Placement Exams Predict College Success?” Community College Research Center
“What Explains Trends in Labor Supply Among U.S. Undergraduates?”National Tax Journal, vol. 65, no. 1 (March 2012), pp. 181-210. Also available as NBER Working Paper No. 17744
“The Causal Effect of Federal Work-Study Participation: Quasi-Experimental Evidence From West Virginia.” Educational Evaluation and Policy Analysis, vol. 33, no. 4 (December 2011), pp. 506-527
“On Money and Motivation: A Quasi-Experimental Analysis of Financial Incentives for College Achievement.” Journal of Human Resources, vol. 46 (Summer 2011), no. 3: pp. 614-646.
"The Shapeless River: Does a Lack of Structure Inhibit Students' Progress at Community Colleges?".
"Assessing Developmental Assessment in Community Colleges: A Review of the Literature". (with Katherine Hughes). Community College Review, vol. 39, no. 4 (October, 2011), pp. 327-351.
“College Grants on a Postcard: A Proposal for Simple and Predictable Student Aid”. (with Susan M. Dynarski).
“The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics”. (with Susan M. Dynarski). National Tax Journal 59:2 (June 2006), pp. 319-356.
current projects
Education and Interstate Mobility:
This project involves linking postsecondary data from Florida to national administrative employment data from the Longitudinal Employer-Household Dynamics database. First, the researchers will examine the link between specific educational pathways and cross-state mobility. Second, because they can track students across state lines, they will examine national returns to schooling and track students over a longer time period than would be feasible with single-state data. Third, by establishing the link between specific educational pathways and cross-state mobility, they will be able to estimate the direction and magnitude of bias that results when researchers must rely on single-state databases.
This project will analyze data from cohorts of two- and four-year entrants to Florida’s public higher education system between 1991–92 and 2003–04. These data are matched to administrative state employment and earnings records. The researchers will examine the effects of mixing work and schooling on employment and educational outcomes. Specifically, they will study the effects of access to the Federal Work Study (FWS) program, which encourages on-campus work, on educational and labor market outcomes up to five years following anticipated college graduation date.
Subject-Area Incentives:
Using administrative data the researchers will study the impacts of two major new programs intended to encourage students to pursue educational and career paths in high-need fields. The researchers will utilize quasi-experimental approaches to estimate the effects of these programs. An important aspect of this study will be an examination of program take-up rates, given the concern that students may not be aware of all relevant federal-level policies. These data include information determining program eligibility, actual program participation, and academic and labor market outcomes for all cohorts up to two years following college completion.
New Evidence on the Impact of Remediation from a Large Urban Community College System (with Olga Rodriguez):
Using data come from the administrative records of a large urban community college system, the researchers will first examine whether remedial assignment affects the initial enrollment decision or the timing of initial enrollment. Second. they will also examine whether remediation impacts performance on a subsequent standardized exam that is required in order to receive a degree. Thrid, because they can take advantage of the diversity of this community college system, they will also examine potential heterogeneity in the impact of remediation – across students, institutions, and over time.
Do High-Stakes Placement Exams Predict College Success?:
This project contributes to the literature by analyzing the predictive validity of one of the most commonly used assessments, using data on over 42,000 first-time entrants to a large urban community college system. Using both traditional correlation coefficients as well as more useful decision-theoretic measures of placement accuracy and error rates, the researcher finds that placement exams are more predictive of success in math than in English, and more predictive of who is likely to do well in college-level coursework than of who is likely to fail.
custom course list
EDPE 6023 (Spring 2012): Causal Methods for Education Policy Research
Course overview
This doctoral course covers the design, implementation and interpretation of econometric methods used for evaluating causal relationships in education research. We will read and discuss applied methodological texts as well as journal articles using advanced causal methods. We will cover randomized experiments, natural experiments, differences-in-differences, instrumental variables, regression discontinuity, and propensity score matching. Goals of the course are for students to understand the conceptual underpinnings of each type of study design; to be able to critically evaluate particular studies utilizing of each approach; to gain first-hand experience in formulating causal questions and implementing a causal method; and to develop skills in communicating research designs and findings (in both written and presentation form). Students will be expected to complete all readings and prepare answers to discussion questions in advance of each class. Students will work in teams to replicate and extend a paper using these causal methods and will present findings to the class. The course is designed for second-year PhD students in the Economics and Education program; other doctoral students and advanced masters candidates with appropriate preparation are also welcome, space permitting.
Prerequisites
- Graduate-level statistics (at a minimum, multiple regression analysis, familiarity with concepts of statistical bias and precision)
- Microeconomics (e.g. exposure to concepts of consumer theory, producer theory, equilibrium analysis, market failure, welfare analysis, choice under uncertainty)
- Students with any questions about their preparation after the first day of class are encouraged to contact the professor for further guidance.
Course objectives
- To understand the conceptual underpinnings of current methods for causal inference
- To be able to read and critically evaluate papers that utilize these methods
- To gain first-hand experience formulating causal questions and implementing causal methods
- To develop skills in communicating research designs and findings in both written and oral form
- To encourage and facilitate collaborative learning and teaching between students
EDPE XXXX (Spring 2013): Labor Economics
Course overview
Course overview
This course covers important concepts in labor economics, with a focus on how those concepts can be applied and tested in practice. The course will provide an overview of labor market topics such as the returns to education and training, non-monetary forms of compensation, models of labor migration, and models of imperfect or asymmetric information about skills. For each topic, we will examine influential papers and the empirical methods they use. Examples of covered methods will include regression discontinuity, instrumental variables and difference-in-difference designs. The course is intended for doctoral students, and will count towards the Labor Economics requirement for the Economics of Education Ph.D. program. The course is open to other graduate students (space permitting) with previous preparation in economics and statistics/econometrics. Small adjustments to the syllabus may be made as the course proceeds.
Prerequisites
- Graduate-level microeconomics (e.g. concepts of consumer theory, partial equilibrium, choice under uncertainty, welfare analysis)
- Graduate-level statistics and/or econometrics (at a minimum, regression analysis, familiarity with concepts of statistical bias and precision)
- A course in causal inference is strongly recommended as a prerequisite, but not required
Course objectives
- To understand and be able to explain key theoretical concepts in labor economics
- To be able to read and critique papers that test these concepts empirically
- To understand the strengths and limitations of methodological tools commonly used in the field
- To apply concepts from the course to examine a research question of the student’s choosing
honors and awards
active professional organizations
Association for Public Policy Analysis and Management (APPAM)
American Economics Association (AEA)
The Association for Education Finance and Policy (AEFP)
personal news
The New York Times Economix Blog:
“Who Shouldn’t Go To College?” March 23, 2012.
“Do Big-Time Sports Mean Big-Time Support for Universities?”, January 27, 2012.
“Are College Entrants Overdiagnosed as Underprepared?” April 20, 2012.
“Who Shouldn’t Go To College?” March 23, 2012.
“The Hidden Majority of For-Profit Colleges”, February 24, 2012
“Do Big-Time Sports Mean Big-Time Support for Universities?”, January 27, 2012.
“Student Loan Debt: Who Are the 1%? Student”, December 2, 2011.
“College Is Cheaper Than You Think Students”, November 4, 2011.
“From Kindergarten to College Completion”, October 7, 2011.
“A Jobs Program in Need of Reform”, September 9, 2011.
“The Rise of the Five-Year Four-Year Degree”, May 20, 2011.
“How Worrisome Is Student Debt?”, April 15, 2011.
“The Dark Side of Choice in Higher Education”, March 25, 2011.
“The Merits of For-Profit Colleges”. February 25, 2011.
Coverage of research on college placement tests:
"Connecticut legislature mulls elimination of remedial courses," by Paul Fain, Inside Higher Ed, April 4, 2012. http://www.insidehighered.com/news/2012/04/04/connecticut-legislature-mulls-elimination-remedial-courses
"Editorial: A Better Chance to Succeed," New York Times, p. A18, March 3, 2012. http://www.nytimes.com/2012/03/03/opinion/a-better-chance-to-succeed.html?ref=education
"Colleges Misassign Many to Remedial Classes, Studies Find", February 28, 2012. http://www.nytimes.com/2012/02/29/education/colleges-misassign-many-to-remedial-classes-studies-find.html?_r=2
Coverage of research on trends in student employment:
"Student Work Hours: Up and Down", by Scott Jaschik, Inside Higher Ed, January 17, 2012. http://www.insidehighered.com/news/2012/01/17/study-explores-increases-and-declines-student-work-hours#ixzz1jjztA6sF%20
"How the Recession Has Hit College
Coverage of job market research on West Virginia
CNN Newsroom (Ali Velshi), May 12, 2010, "Turning Students to Graduates." http://transcripts.cnn.com/TRANSCRIPTS/1005/12/cnr.06.html
The New York Times Magazine (David Leonhardt), February 1, 2009, “The Big Fix” (page 8).http://www.nytimes.com/2009/02/01/magazine/01Economy-t.html
Coverage of research on student aid simplification (with Susan Dynarski):
The New York Times (David Leonhardt), January 25, 2011, "Cut Waste or Invest? Try Both". http://www.nytimes.com/2011/01/26/business/economy/26leonhardt.html?_r=3&ref=business
U.S. News and World Report (Kim Clark), October 2, 2008, “Another Plan to Simplify Financial Aid Forms.”http://www.usnews.com/blogs/on-education/2008/10/02/another-plan-to-simplify-financial-aid-forms.html
National Public Radio (Claudio Sanchez), February 23, 2008, “College Aid Forms Prove Too Tough a Test.”http://www.npr.org/templates/story/story.php?storyId=19304266
The New York Times (David Leonhardt), April 22, 2007, “Too Much Information.” http://www.nytimes.com/2007/04/22/education/edlife/spending.html?pagewanted=print
National Review (Kevin Hassett), April 16, 2007, “The Postcard Solution.”
The Wall Street Journal (Kevin Hassett), February 24, 2007, “Foreign Aid.”
The Chronicle of Higher Education (Josh Keller), March 2, 2007, “Scholars Urge Halt to Use of Aid Form,” http://chronicle.com/article/Scholars-Urge-Halt-to-Use-o/8084/
The Harvard Crimson (Raviv Murciano-Goroff), February 9, 2007, “Experts Plan FAFSA Reform.” http://www.thecrimson.com/printerfriendly.aspx?ref=518105
Forbes (Janet Novak), July 5, 2006. “Calculating College Costs.” http://www.forbes.com/2006/07/04/financial-aid-tuition-cz_jn_0705beltway.html
The Chronicle of Higher Education (Jeffrey Selingo), May 12 2006, “Student Aid Form Too Long, Scholars Say,” http://chronicle.com/article/Student-Aid-Form-Too-Long/16824/
Policy Developments
“Simplifying Student Aid: The Case for an Easier, Faster, and More Accurate FAFSA,” Executive Office of the President, September 2009, http://www.whitehouse.gov/assets/documents/FAFSA_Report.pdf
Other:
"The State of Student Loans: More Debt, More Defaults, More Problems," PBS Newshour, May 30, 2012. http://www.pbs.org/newshour/bb/business/jan-june12/studentloans_05-30.html (Scott-Clayton interview begins at 4:15)
"Beyond Need and Merit: Strengthening State Grant Programs," Brookings Institution Report/Conference, May 8, 2012. http://www.brookings.edu/research/reports/2012/05/08-grants-chingos-whitehurst
"Pell Grants: Options for Reducing Costs in the Short Run", April 22, 2011. http://chronicle.com/blogs/innovations/pell-grants-options-for-reducing-costs-in-the-short-run/29297
Documents & Papers
Download: CV_JScottClayton_04-24-2012_long.pdf [PDF]
Download: Hamilton paper [PDF]
Centers and Projects
Community College Research Center
Website: http://ccrc.tc.columbia.edu/
The Community College Research Center (CCRC) was established in 1996 with support from the Alfred P. Sloan Foundation and is housed within the Institute on Education and the Economy (IEE). The main purpose of the CCRC is to frame critical questions concerning the fundamental purposes, problems, and performance of community colleges, and chart a course for strengthening scholarly research on the future of these important institutions.
'When we speak of the transition from school to work, we will be speaking more often of the community college,' says Professor Thomas R. Bailey, who is also Director of the Center. 'When we speak of retraining our nation's labor force, we will also be speaking more often of the community college.'
The Center has taken a broad and comprehensive view of the community college over the course of the grant, but focused primarily on the roles of
community colleges in workforce and economic development. The specific purposes of the Center are to: (1) synthesize existing research on the roles community colleges have been playing and the extent and determinants of their effectiveness within those; (2) formulate and answer new research questions on important issues confronting the community college sector; (3) begin exploration of alternative policies and directions for community colleges; (4) attract new researchers to the field and solidify a network of community college practitioners and scholars; and (5) suggest directions for data collection. The Center draws on expertise from a national advisory panel of community college practitioners, policy makers, and research scholars. The Center funds fellowships to doctoral students who are interested in writing dissertations on community college issues. The fellowship recipients work at the CCRC and participate in research projects. Reports of research findings, occasional papers, and non-technical Briefs are available through the CCRC website, or for a nominal cost.
Website: http://ccrc.tc.columbia.edu/
The Community College Research Center (CCRC) was established in 1996 with support from the Alfred P. Sloan Foundation and is housed within the Institute on Education and the Economy (IEE). The main purpose of the CCRC is to frame critical questions concerning the fundamental purposes, problems, and performance of community colleges, and chart a course for strengthening scholarly research on the future of these important institutions.
'When we speak of the transition from school to work, we will be speaking more often of the community college,' says Professor Thomas R. Bailey, who is also Director of the Center. 'When we speak of retraining our nation's labor force, we will also be speaking more often of the community college.'
The Center has taken a broad and comprehensive view of the community college over the course of the grant, but focused primarily on the roles of
community colleges in workforce and economic development. The specific purposes of the Center are to: (1) synthesize existing research on the roles community colleges have been playing and the extent and determinants of their effectiveness within those; (2) formulate and answer new research questions on important issues confronting the community college sector; (3) begin exploration of alternative policies and directions for community colleges; (4) attract new researchers to the field and solidify a network of community college practitioners and scholars; and (5) suggest directions for data collection. The Center draws on expertise from a national advisory panel of community college practitioners, policy makers, and research scholars. The Center funds fellowships to doctoral students who are interested in writing dissertations on community college issues. The fellowship recipients work at the CCRC and participate in research projects. Reports of research findings, occasional papers, and non-technical Briefs are available through the CCRC website, or for a nominal cost.
