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Rates of Return to University Education: the Regression Discontinuity Design

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Figure

Table 1: Summary Statistics
Table 3: Results from the Fuzzy Regression Discontinuity Design
Table 5: Estimated proportion and average log earnings for different compliance  types Male Sample Female Sample Full sample:         Proportions                  Always takers (1) 0.28 0.23                  Never takers (2) 0.26 0.29                  Comp
Figure 1: The education system in China      Figure 2: NCEE Cutoff Scores, 1977‐2000  200300400500600700Cutoff scores 1976 1980 1984 1988 1992 1996 2000 Year
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