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Andrew Simon

Reuben Hurst, Andrew Simon, Michael Ricks.

To understand the causes and consequences of polarized demand for government expenditure, we conduct three field experiments in the context of public higher education. The first two experiments study polarization in taxpayer demand. We provide information to shape beliefs about social returns on investment. Our treatments narrow the political partisan gap in ideal policies---a reduction in ideological polarization---by up to 32%, with differences in partisan reasoning as a key mechanism. Providing information also affects how people communicate their ideal policies to elected officials, increasing their propensity to write a (positive) letter to an official of the other party---a reduction in affective polarization. In the third experiment, we send these letters to a randomized subset of elected officials to study how policymakers respond to constituent demand. We find that officials who receive their constituents' demands engage more with higher education issues in our correspondences.

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Johnathan G. Conzelmann, Steven W. Hemelt, Brad J. Hershbein, Shawn Martin, Andrew Simon, Kevin Stange.

This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with this figure climbing to 67 percent in-state. The geographic dispersion of alumni is more than twice as great for highly selective 4-year institutions as for 2-year institutions. However, more than one-quarter of 2-year institutions disperse alumni more diversely than the average public 4-year institution. In one application of these data, we find that the average strength of the labor market to which a college sends its graduates predicts college-specific intergenerational economic mobility. In a second application, we quantify the extent of “brain drain” across areas and illustrate the importance of considering migration patterns of college graduates when estimating the social return on public investment in higher education.

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