David Deming (economist)

Last updated
David J. Deming
Nationality American
Education
SpouseJanine Santimauro
Academic career
Field education economics
Institutions Carnegie Mellon University
Harvard University
Information at IDEAS / RePEc

David J. Deming is an American political scientist. He is a professor of public policy at the Harvard Kennedy School, [1] professor of education and economics at the Harvard Graduate School of Education, and Faculty Co-Director of the Project on Workforce at Harvard. [2] [3] His research focuses on the economics of education in general and the impact of education policies on long-run non-test score outcomes. In 2018, David Deming received the David N. Kershaw Award and Prize from the Association for Public Policy Analysis and Management for his work in the areas of secondary education, vocational training and skills. [4]

Contents

Biography

David Deming earned a B.S. in economics and a B.A. in political science from Ohio State University in 2002, followed by a M.P.P. from UC Berkeley's Goldman School of Public Policy in 2005 and a Ph.D. in Public Policy from the Harvard Kennedy School (HKS) in 2010. After his Ph.D., Deming joined Carnegie Mellon University as assistant professor of public policy and economics before moving to the Harvard Graduate School of Education (HGSE) as assistant and later as associate professor. Since 2016, Deming has been a full professor of both HGSE and HKS. Moreover, he became director of the Malcolm Wiener Center for Social Policy at HKS in 2019. [5] He is affiliated with the National Bureau of Economic Research, CESifo, and J-PAL, [6] and is a Principal Investigator of the CLIMB Initiative, [7] which seeks to use big data analysis to identify higher education policies and programmes in support of students.

Research

David Deming's research interests centres on the economics of education, with a focus on early childhood, primary and secondary education as well as the long-term non-test score outcomes of education policies. [8] Key findings of his research include:

Concerning early childhood education, Deming has studied the impact of Head Start, finding that participants gain 0.23 SD on a summary index of young adult outcomes, which closes one-third of the gap between children from the median and bottom quartile family income. In earlier research with Susan Dynarski, he has also highlighted criticized redshirting, i.e., the continuously increasing practice of postponing the entry of children into school, arguing that little evidence supports the notion that doing so benefits children and some evidence suggests that redshirting reduces educational attainment by increasing high school dropout rates and depresses lifetime earnings by delaying entry into the labour market.

In research with Dynarski on the link between college costs and educational attainment, she highlights the potential of college costs to depress college entry and persistence, arguing that simple and transparent programmes in general and programmes linking money to incentives and/or the takeup of academic support services in particular appear to be most effective. [9]

Deming estimated that, in North Carolina, giving students and their families the choice which secondary school they attend substantially helped to reduce crime and incarceration rates among those given the choice, with the impacts being concentrated among high-risk youth whose propensity to become criminal and to commit severe crimes is cut by about half. In further work with Thomas Kane, Douglas Staiger and Judith Hastings, Deming finds that giving such the choice of school to students and their families induces them to generally choose public schools that are generally of higher quality, which in turn tends to raise girls' college attainment as these are most likely to benefit from improved learning environments. [10]

Together with Claudia Goldin and Lawrence F. Katz, Deming has investigated the for-profit sector of U.S. higher education, observing that for-profit students are comparatively more likely to be unemployed or "idle" and to earn less after graduation as well as to have far higher default rates on their student loans relative to comparable students from non-profit institutions; by contrast, for-profits tend to educate a larger fraction of minority, disadvantaged and older student and are more successful in first-year student retention and AA and certificate level completion. [11] In further research with them as well as with Noam Yuchtman and Amira Abulafi, Deming finds that a business bachelor's degree from a for-profit online institution is 22% less likely to receive a callback from an employer than one from a nonselective public institution, especially in the absence of external quality indicators. [12] Examining whether online learning technologies have helped decrease prices in higher education, they find that real and relative prices for full-time undergraduate online education has fallen between 2006 and 2013, raising hopes that edtech can "bend the cost curve" of U.S. higher education, although they caution that the impact of online learning on education quality remains uncertain. [13]

Relative to the 1980s and 1990s, the U.S. labour market increasingly rewarded social skills in the 2010s, especially in combination with math skills, which Deming attributes to social skills reducing coordination costs and enabling worker specialization and cooperation. [14]

Honors

Related Research Articles

<span class="mw-page-title-main">Harvard Kennedy School</span> Public policy school of Harvard University

Harvard Kennedy School (HKS), officially the John F. Kennedy School of Government, is the school of public policy and government of Harvard University in Cambridge, Massachusetts. The school offers master's degrees in public policy, public administration, and international development, four doctoral degrees, and various executive education programs. It conducts research in subjects relating to politics, government, international affairs, and economics. As of 2021, HKS had an endowment of $1.7 billion. It is a member of the Association of Professional Schools of International Affairs (APSIA), a global consortium of schools that trains leaders in international affairs.

<span class="mw-page-title-main">Harvard Graduate School of Education</span> Education school of Harvard University in Cambridge, Massachusetts

The Harvard Graduate School of Education (HGSE) is the education school of Harvard University, a private Ivy League research university in Cambridge, Massachusetts. Founded in 1920, it was the first school to grant the EdD degree and the first Harvard school to award degrees to women. HGSE enrolls more than 800 students in its one-year master of education (Ed.M.) and three-year doctor of education leadership (Ed.L.D.) programs.

The Center for Public Leadership (CPL) is an academic research center at Harvard University that provides teaching, research and training in the practical skills of leadership for people in government, nonprofits, and business. The center works to prepare its students to exercise leadership in a world responding to a rapidly expanding array of economic, political, and social challenges. Located at Harvard Kennedy School, CPL was established in 2000 through a gift from the Wexner Foundation.

<span class="mw-page-title-main">Claudia Goldin</span> American economist

Claudia Dale Goldin is an American economic historian and labor economist. She is the Henry Lee Professor of Economics at Harvard University. In October 2023, she was awarded the Nobel Memorial Prize in Economic Sciences "for having advanced our understanding of women's labor market outcomes”. The third woman to win the award, she was the first woman to win the award solo.

Thomas Joseph Kane is an American education economist who currently holds the position of Walter H. Gale Professor of Education and Economics at the Harvard Graduate School of Education. He has performed research on education policy, labour economics and econometrics. During Bill Clinton's first term as U.S. President, Kane served on the Council of Economic Advisers.

The high school movement is a term used in educational history literature to describe the era from 1910 to 1940 during which secondary schools as well as secondary school attendance sprouted across the United States. During the early part of the 20th century, American youth entered high schools at a rapid rate, mainly due to the building of new schools, and acquired skills "for life" rather than "for college." In 1910 18% of 15- to 18-year-olds were enrolled in a high school; barely 9% of all American 18-year-olds graduated. By 1940, 73% of American youths were enrolled in high school and the median American youth had a high school diploma. The movement began in New England but quickly spread to the western states. According to Claudia Goldin, the states that led in the U.S. high school movement had a cohesive, homogeneous population and were more affluent, with a broad middle-class group.

<span class="mw-page-title-main">Higher education in Ontario</span> Colleges and universities in Ontario, Canada

Higher education in Ontario includes postsecondary education and skills training regulated by the Ministry of Colleges and Universities and provided by universities, colleges of applied arts and technology, and private career colleges. The current minister is Jill Dunlop who was appointed in June 2021. The ministry administers laws covering 22 public universities, 24 public colleges, 17 privately funded religious universities, and over 500 private career colleges. 18 of the top 50 research universities in Canada are in Ontario.

<span class="mw-page-title-main">Education economics</span> Academic discipline

Education economics or the economics of education is the study of economic issues relating to education, including the demand for education, the financing and provision of education, and the comparative efficiency of various educational programs and policies. From early works on the relationship between schooling and labor market outcomes for individuals, the field of the economics of education has grown rapidly to cover virtually all areas with linkages to education.

Lawrence Francis Katz is the Elisabeth Allison Professor of Economics at Harvard University and a Research Associate of the National Bureau of Economic Research.

Harry Joseph Holzer is an American economist, educator and public policy analyst.

Susan Marie Dynarski is an American economist who is currently professor of education at the Harvard Graduate School of Education. She is also a faculty research associate of the National Bureau of Economic Research.

Bridget Terry Long is an American economist is the 12th Dean of the Harvard Graduate School of Education and the Saris Professor of Education and Economics at Harvard University. She is an economist whose research focuses on college access and success. Long is a Faculty Research Associate at the National Bureau of Economic Research and a member of the National Academy of Education.

<span class="mw-page-title-main">Ludger Wößmann</span> German economist

Ludger Wößmann is a German economist and professor of economics at the Ludwig Maximilian University of Munich (LMU). Moreover, being one of the world's foremost education economists, he is the director of the ifo Center for the Economics of Education at the ifo Institute. Beyond the economics of education, his research interests also include economic growth and economic history. In 2014, Wößmann's empirical research on the effects of education and his corresponding contribution to public debate were awarded the Gossen Prize, followed by the Gustav Stolper Prize in 2017.

Brian Aaron Jacob is an American economist and a professor of public policy, economics and education at the Gerald R. Ford School of Public Policy of the University of Michigan. There, he also currently serves as co-director of the. In 2008, Jacob's research on education policy was awarded the David N. Kershaw Award, which is given by the Association for Public Policy Analysis and Management and honours persons who have made a distinguished contribution to the field of public policy analysis and management before the age of 40. His doctoral advisor at the University of Chicago was Freakonomics author Steven Levitt.

Peter Arcidiacono is an American economist and econometrician. After receiving his Ph.D. from the University of Wisconsin–Madison in 1999, he has taught at Duke University. He became a fellow of the Econometric Society in 2018.

<span class="mw-page-title-main">Paul Reville</span>

Paul Reville is a U.S. politician, teacher, school principal, and educational researcher who was the Massachusetts Secretary of Education from 2008 to 2013 under Governor Deval Patrick. He currently serves as the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education.

<i>The Case Against Education</i> 2018 book by Bryan Caplan

The Case Against Education: Why the Education System Is a Waste of Time and Money is a book written by libertarian economist Bryan Caplan and published in 2018 by Princeton University Press. Drawing on the economic concept of job market signaling and research in educational psychology, the book argues that much of higher education is very inefficient and has only a small effect in improving human capital, contrary to the conventional consensus in labor economics.

Sarah E. Turner is an American professor of economics and education and Souder Family Endowed Chair at the University of Virginia. She also holds appointments in the university's Department of Economics, the Batten School of Leadership and Public Policy, and the School of Education and Human Development. She is a faculty research associate at the National Bureau of Economic Research and a research affiliate at the Population Studies Center at the University of Michigan.

C. Kirabo "Bo" Jackson is an American economist who is Abraham Harris Professor of Education and Social Policy and Professor of Economics at Northwestern University, a Fellow at the Institute for Policy Research, and a Faculty Research Fellow at the National Bureau of Economic Research. He previously served as co-editor at Journal of Human Resources and is currently on leave as Editor in Chief of the American Economic Journal: Economic Policy. In 2020, he was elected to the National Academy of Education and was awarded the David N. Kershaw Award and Prize for contributions to the field of public policy analysis and management from the Association for Public Policy Analysis and Management (APPAM). In 2022 he was elected to the American Academy of Arts and Sciences which honors the excellence and leadership of exceptional people from all disciplines and practices. In August, 2023, Jackson joined President Biden's three-member Council of Economic Advisers. He is the first Black man to hold this position.

<span class="mw-page-title-main">National Postsecondary Student Aid Study</span> American government study

The National Postsecondary Student Aid Study (NPSAS) is a study conducted every four years by the National Center for Education Statistics, a division of the Institute of Education Sciences in the U.S. Department of Education. This study captures data regarding how students pay for postsecondary education, with special attention to how families fund higher education. The NPSAS, which has been conducted periodically since 1987, has a complex design, utilizing sampling and weighting to achieve a sample that represents college students nationwide.

References

  1. ↑ Profile of David Deming on the website of Harvard University. Retrieved July 22nd, 2019.
  2. ↑ Faculty profile of David Deming on the website of the Harvard Graduate School of Education. Retrieved July 22nd, 2019.
  3. ↑ "Team | Project on Workforce at Harvard". Project on Workforce. Retrieved 2024-03-04.
  4. ↑ Opportunity Insights (November 7th, 2018). David Deming Named Winner of 2018 David N. Kershaw Award and Prize. Retrieved July 22nd, 2019.
  5. ↑ Curriculum vitae of David Deming on the website of Harvard University. Retrieved July 22nd, 2019.
  6. ↑ Profile of David Deming on the website of J-PAL. Retrieved July 22nd, 2019.
  7. ↑ "Profile of CLIMB Initiative's team. Retrieved July 22nd, 2019". Archived from the original on 2019-02-17. Retrieved 2019-07-22.
  8. ↑ Faculty profile of David Deming on the website of Harvard Graduate School of Education. Retrieved July 22nd, 2019.
  9. ↑ Deming, D., Dynarski, S. (2009). Into college, out of poverty? Policies to increase the postsecondary attainment of the poor. NBER Working Paper Series, No. 15387.
  10. ↑ Deming, David J.; Hastings, Justine S.; Kane, Thomas J.; Staiger, Douglas O. (2014). "School Choice, School Quality, and Postsecondary Attainment". The American Economic Review. 104 (3): 991–1013. ISSN   0002-8282.
  11. ↑ Deming, David J.; Goldin, Claudia; Katz, Lawrence F. (February 2012). "The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?". Journal of Economic Perspectives. 26 (1): 139–164. doi:10.1257/jep.26.1.139. ISSN   0895-3309.
  12. ↑ Deming, D.J. et al. (2016). The value of postsecondary credentials in the labor market: An experimental study. American Economic Review, 106(3), pp. 778-806.
  13. ↑ Deming, David J.; Goldin, Claudia; Katz, Lawrence F.; Yuchtman, Noam (May 2015). "Can Online Learning Bend the Higher Education Cost Curve?". American Economic Review. 105 (5): 496–501. doi:10.1257/aer.p20151024. ISSN   0002-8282.
  14. ↑ Deming, D.J. (2017). The growing importance of social skills in the labor market. Quarterly Journal of Economics, 132(4), pp. 1593-1640.
  15. ↑ Editors of the American Economic Journal: Applied Economics. Retrieved July 22nd, 2019.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.