Anthony Yim

"Major Constraints, Major Consequences: The Earnings Effects of Selective Admission to Nursing" with Nicole Chan*, Jonas Butikofer*, Rich W. Patterson, Brennan C. Platt, and Christine Platt

Abstract: Most high-earnings college majors, such as nursing, have meritocratic admissions standards. In this paper, we use a regression discontinuity design to investigate the effects of being admitted to one of these programs: The Bachelor of Science in Nursing (BSN) major at Brigham Young University (BYU). Admission into the program has large effects, including increasing the probability of becoming a licensed nurse by 34 percentage points, and decreasing college dropout by more than 10 percentage points. Because those who are not accepted enroll in majors that have significantly lower expected earnings than nursing, admission into the program increases expected lifetime earnings by more than $1,250,000.  

"Public Disinvestment and Inequality in Higher Education: Evidence from State Budget Cuts" with Taylor J. Landon

Abstract: We examine how declining state appropriations affect the allocation of instructional resources at public universities and the downstream consequences for student outcomes. Leveraging a novel, student-level administrative dataset from Texas public universities linked to course-taking, academic performance, and post-graduation earnings, we estimate how institutions respond to budget shocks along key margins—course offerings, faculty composition, class sizes, and departmental resource distribution. Using a shift-share instrumental variables strategy adapted from Deming and Walters (2018), we isolate exogenous variation in institutional funding exposure. We then connect institutional responses to student outcomes, including academic achievement, graduation, major-switching, and labor market returns. Unlike prior work, our data allow us to identify how these effects vary across racial and socioeconomic lines, offering new evidence on whether institutional supply responses to public disinvestment mitigate or exacerbate existing inequalities in higher education. This research informs debates on higher education finance, access, and the role of public institutions in promoting economic mobility. 

"Grade Inflation and Students' Outcomes" with Lars J. Lefgren, Kevin J. Mumford, and Rich W. Patterson

Abstract: We investigate how variation in grading practices across college disciplines may influence students’ academic trajectories and labor market outcomes. We examine the relationship between grading patterns and students’ major selection using administrative data from Purdue University, where students are quasi-randomly assigned to course sections. Building on Denning et al. (2022), who show that rising grades have contributed significantly to increased college completion rates, we extend this analysis to explore how differences in average grades across fields might shape students’ perceptions of academic fit. Our preliminary analysis confirms that average grades tend to be higher in non-STEM courses than in STEM courses, consistent with prior evidence of heterogeneity in grading standards. We hypothesize that such disparities may influence students’ course-taking behavior and major choice, potentially leading them away from quantitatively rigorous but higher-earning fields. These findings have meaningful implications for higher education policy: if grading norms distort students’ academic decisions, institutions may wish to promote greater transparency around grading distributions or strengthen advising practices to help students interpret early academic signals in a broader context. Doing so could support more informed decision-making and help align students’ educational paths with their long-term goals.

"Teacher's Gender and Race on Students' Educational Outcomes" with Kevin J. Mumford

Abstract: This project examines how the gender and race of college instructors influence students’ academic and early labor market outcomes, including test scores, course selection, major choice, and starting salaries. Using a natural experiment at Purdue University, where freshmen are quasi-randomly assigned to course sections, we implement an instrumental variables approach to estimate the causal effects of demographic matching between students and instructors. Our analysis draws on data from over 9,000 freshman students enrolled between 2018 and 2020, combining detailed course registration requests with registrar records on academic performance and demographic characteristics. We focus on whether assignment to an instructor of the same gender or race affects students’ academic trajectories, particularly in STEM fields. By exploiting institutional features that limit student self-selection into sections, our research design addresses common identification challenges in prior work. The results will contribute to a deeper understanding of how instructor characteristics shape student outcomes in higher education. 

"Foster Care Systems Database" with Ian Fillmore, Brennan C. Platt, and Christine Platt

Abstract: The State Foster System Statute Portal is a robust, state-by-state database of foster care statutes designed to support professionals across the foster care ecosystem. Serving social workers, policymakers, lawyers, and researchers, the portal offers comprehensive access to legal and regulatory frameworks, enabling users to analyze, compare, and interpret foster care policies nationwide. By facilitating in-depth policy analysis and promoting data-driven decision-making, the portal holds the potential to inform best practices and drive systemic improvements. Ultimately, this resource aims to enhance transparency, foster collaboration, and contribute to better outcomes for children in foster care.