This paper analyses the trade-off between additional loss-absorbing capacity and potentially higher bank risk-taking associated with the introduction of the Basel III Leverage Ratio. This is addressed in both a theoretical and empirical setting. Using a theoretical micro model, we show that a leverage ratio requirement can incentivise banks that are bound by it to increase their risk-taking. This increase in risk-taking however, should be outweighed by the benefits of higher capital, thereby leading to more stable banks. These theoretical predictions are tested and confirmed in an empirical analysis on a large sample of EU banks. Our baseline empirical model suggests that a leverage ratio requirement leads to a significant decline in the distress probability of highly leveraged banks.

Does access to 4-year colleges affect degree completion for students who would otherwise attend 2-year colleges? Admission to Georgia’s 4-year public sector requires minimum SAT scores. Regression discontinuity estimates show that access to this sector increases 4-year college enrollment and college quality, largely by diverting students from 2-year colleges. Access substantially increases bachelor’s degree completion rates for these relatively low-skilled students. SAT-retaking behavior suggests students value access to 4-year public colleges, though perhaps less than they should. Our results imply that absolute college quality matters more than match quality, and they suggest potential unintended consequences of free community college proposals.

We implement a regression discontinuity design using the continuous raw Advanced Placement (AP) exam scores, which are mapped into the observed 1–5 integer scores, for over 4.5 million students. Earning higher AP integer scores positively affects college completion and subsequent exam-taking. Specifically, attaining credit-granting integer scores increases the probability that a student will receive a bachelor’s degree within 4 years by 1–2 percentage points per exam. We also find that receiving a score of 3 over a 2 on junior year AP exams causes students to take between 0.06 and 0.14 more AP exams senior year.

This paper examines whether high-speed Internet affects students' college applications. Our analysis links the diffusion of residential broadband to the testing and application outcomes of millions of PSAT and SAT takers and reveals that students with broadband in their postal code perform better on the SAT and apply to a higher number and more expansive set of colleges. While the availability of broadband generally improved applications to college, the effects appear to be concentrated among high-SES students, suggesting that the new technology may have increased preexisting inequities.

Names can convey information about race or ethnicity and therefore can be used to discriminate against protected groups; many researchers have demonstrated as much through audit studies. Yet few studies link life outcomes with names using observational data. We use administrative data from over 3 million Black students to ask whether those with more statistically Black names have differential educational outcomes. We find that while test scores, college enrollment, and college completion are negatively correlated with Black names net of background characteristics, this relationship is absent when we compare across siblings within households.

We estimate whether students update the colleges to which they consider applying in response to large, unanticipated information shocks generated by the release of SAT scores—a primary factor in admission decisions. Exploiting population data on the timing of college selection and a policy that induces students to choose colleges prior to taking the exam, we find that students update their portfolios in terms of selectivity, tuition, and sector. However, the magnitude of updating is too modest to significantly reduce unexplained variation across students, suggesting that nonacademic factors are the dominant determinants of college match.

Abstract Family and social networks are widely believed to influence important life decisions, but causal identification of those effects is notoriously challenging. Using data from Chile, Croatia, Sweden, and the United States, we study within-family spillovers in college and major choice across a variety of national contexts. Exploiting college-specific admissions thresholds that directly affect older but not younger siblings’ college options, we show that in all four countries a meaningful portion of younger siblings follow their older sibling to the same college or college-major combination. Older siblings are followed regardless of whether their target and counterfactual options have large, small, or even negative differences in quality. Spillover effects disappear, however, if the older sibling drops out of college, suggesting that older siblings’ college experiences matter. That siblings influence important human capital investment decisions across such varied contexts suggests that our findings are not an artifact of particular institutional detail but a more generalizable description of human behavior. Causal links between the postsecondary paths of close peers may partly explain persistent college enrollment inequalities between social groups, and this suggests that interventions to improve college access may have multiplier effects.