The Nexus of Place and Finance in the Analysis of Educational Attainment: A Spatial Econometric Approach

Persistent Link:
http://hdl.handle.net/10150/265348
Title:
The Nexus of Place and Finance in the Analysis of Educational Attainment: A Spatial Econometric Approach
Author:
Sutton, Farah
Issue Date:
2012
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examines the spatial distribution of educational attainment and then builds upon current predictive frameworks for understanding patterns of educational attainment by applying a spatial econometric method of analysis. The research from this study enables a new approach to the policy discussion on how to improve educational attainment for the states and nation; a dialogue where states are viewed not as independent, isolated observations but as a part of a larger system or cluster of observations. This research utilized data from the U.S Census Bureau, American Community Survey of 2009 and examined the percent of the workforce population with a baccalaureate or higher degree. Exploratory spatial data analysis was conducted to study the spatial distribution of educational attainment. Based on initial results, both classic linear regression and spatial autoregressive models were used. The findings from this study indicate that educational attainment is spatially dependent and furthermore, the consideration of the spatial context through spatial autoregressive models can provide greater insight and understanding into educational attainment. This research was able to distinguish significant geographic location effects on educational attainment from funding, economic and industry effects. In particular, spatial concentration of educational attainment was proven to be significant. Several important policy implications were derived from these findings. These policies relate to the following issues: a) allocation of funds to postsecondary education, b) consideration and promotion of industry, and c) acknowledging spillover effects from adjacent states.
Type:
text; Electronic Dissertation
Keywords:
Higher Education
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Higher Education
Degree Grantor:
University of Arizona
Advisor:
Deil-Amen, Regina

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleThe Nexus of Place and Finance in the Analysis of Educational Attainment: A Spatial Econometric Approachen_US
dc.creatorSutton, Farahen_US
dc.contributor.authorSutton, Farahen_US
dc.date.issued2012-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examines the spatial distribution of educational attainment and then builds upon current predictive frameworks for understanding patterns of educational attainment by applying a spatial econometric method of analysis. The research from this study enables a new approach to the policy discussion on how to improve educational attainment for the states and nation; a dialogue where states are viewed not as independent, isolated observations but as a part of a larger system or cluster of observations. This research utilized data from the U.S Census Bureau, American Community Survey of 2009 and examined the percent of the workforce population with a baccalaureate or higher degree. Exploratory spatial data analysis was conducted to study the spatial distribution of educational attainment. Based on initial results, both classic linear regression and spatial autoregressive models were used. The findings from this study indicate that educational attainment is spatially dependent and furthermore, the consideration of the spatial context through spatial autoregressive models can provide greater insight and understanding into educational attainment. This research was able to distinguish significant geographic location effects on educational attainment from funding, economic and industry effects. In particular, spatial concentration of educational attainment was proven to be significant. Several important policy implications were derived from these findings. These policies relate to the following issues: a) allocation of funds to postsecondary education, b) consideration and promotion of industry, and c) acknowledging spillover effects from adjacent states.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectHigher Educationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDeil-Amen, Reginaen_US
dc.contributor.committeememberRios-Aguilar, Ceciliaen_US
dc.contributor.committeememberDall'Erba, Sandyen_US
dc.contributor.committeememberDeil-Amen, Reginaen_US
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