Despite the status of the United States as one of the world’s economic superpowers, the country is plagued by child poverty. The issue of child poverty is most prominent in rural, majority-minority communities, where years of limited opportunity, often created by systematic oppression, have created a vicious cycle of economic despair. There are a number of policies that have been explored which could limit the effects of child poverty, most notably the Expanded Child Tax Credit (ECTC), which was introduced as part of the American Rescue Plan Act (ARPA) of 2021. This paper uses a combination of qualitative and quantitative methods to thoroughly examine this policy (ECTC) and its potential to both cut child poverty in the short term and increase educational attainment and economic mobility in the long term for recipients. The ECTC program ended in 2022 and only lasted in a short period. By examining the impacts of a similar and long-standing but less accessible and generous program, the Earned Income Tax Credit (EITC), on educational attainment in specific communities we can theorize and determine the significance the Expanded CTC would have. We use EITC program as a proxy of ECTC and reach inference of the long-term impact of ECTC program on children’s education attainment. The result of this research indicates a number of benefits of the Expanded Child Tax Credit, including its potential to cut child poverty and increase educational attainment, its impact on future economic prosperity in rural, majority-minority communities, and the policy’s ability to decrease economic disparities between non-metro and metropolitan areas.

A large body of research has been dedicated to the study of relationships between social or cultural capital and educational outcomes in Western countries. However, few studies have examined these associations in a Chinese context, and even fewer have examined the effects of both forms of capital on educational outcomes simultaneously within a familial context in China. This study offers a reformulation of the associations between family social capital and family cultural capital on the educational outcomes of adolescents in both rural and urban China. Using the structural equation modelling approach and the China Education Panel Survey, this study sheds some new insights – the presence of significant compositional differences in both family social capital and family cultural capital between rural and urban Chinese adolescents, and differential effects of both forms of capital on educational outcomes were found. Family social capital presented larger positive effects on the academic effort and educational aspiration of rural adolescents while having no positive effects in facilitating the academic achievement of both rural and urban adolescents. Meanwhile, family cultural capital presented larger positive effects for urban adolescents on all educational outcomes as compared to their rural counterparts.

Many startups look for venture capital (VC) funding to grow their business. Anecdotally, in the Southeast Asia context, startup founders who attended an elite institute of higher learning have greater access to this kind of capital, but this has not been demonstrated quantitatively. We look at a dataset of nearly 800 startups in Southeast Asia who have received VC funding in the last 5 years and look for any correlation between the founder's educational background and the amount of VC funding received. We find that founders who have obtained a postgraduate degree from an elite university receive significantly more VC funding than those who graduated from other universities. Furthermore, this effect is only seen at later stages of funding, not at the seed stage. Potential reasons for this effect could be from stronger signaling of business acumen or technical skill; or better access to funding networks.

College choice and choice of major are the most important decisions for future earnings. It is still unclear, however, what makes a greater difference—college or major—or whether a choice of college matters more for some majors, but not the others. Using cross-classified models and College Scorecard data, I show that a discipline is more consequential for future earnings than a college. The effect of STEM is substantial but is less pronounced at institutions with higher overall median earnings. The effect of college selectivity on earnings is more pronounced for non-STEM disciplines. Institutional characteristics—such as tuition, shares of graduates receiving different forms of financial aid, institutional size and location, and type of college—correlate with earnings of graduates. Racial and gender composition of an educational program correlate with expected earnings of its graduates even after control for other institutional and disciplinary characteristics. Models presented here provide a better understanding of the effect of college and major choices on future earnings.