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A Sorting-cum-Learning Model of Education

Andrew Weiss
Journal of Political Economy
Vol. 91, No. 3 (Jun., 1983), pp. 420-442
Stable URL: http://www.jstor.org/stable/1837096
Page Count: 23
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
A Sorting-cum-Learning Model of Education
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Abstract

This paper presents a sorting model of education in which individuals are tested in school. By assuming that higher-ability individuals are more likely to succeed on a given test, one can construct a sorting model of education that does not hinge on the more able having lower nonpecuniary costs of schooling. Nash equilibria always exist in this model (even with a continuum of types of individuals); however, some are "unreasonable." To eliminate these unreasonable Nash equilibria, more restrictive definitions of equilibrium are proposed. I also show that when schooling affects productivity--and therefore a worker's probability of passing the test--a sorting equilibrium may be characterized by too little investment in education.

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