Does Alma Mater matter? Evidence from Italy*

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Figure 3. Average monthly earnings in public and private colleges - Economics average monthly earnings 1600 1400 1200 1000 800 PV BG TO BS VE UD TN VR GE NO TS ROTOR PG ROSAP ROTRE PR SS NAPAR MC AN BA MO BO PI SI NAFED FG PA FI UR PS LE MS SA NASEC CT CS CAS CB BV 0 1 private university monthly earnings of graduates in economics Note: see the legend in the Appendix Figure 4. Average employment probability in public and private colleges average monthly earnings 1 .8 .6 .4 .2 0 NO BS PV ROTRE MC UD BG PR VR TN ROTOR TO VE MO GE BV PI SI FI ROSAP CAS TS BO UR PG AN BA NAPAR SA NAFED CT PA SS LE MS CB CS PS FG NASEC 0 1 private university employment probability of graduates in economics Note: see the legend in the Appendix For instance, the graduates of Roma Luiss, a private college, earn on average about the same as the graduates of Roma Tre and Roma La Sapienza, but less than the graduates of Rome Tor Vergata, a public institution located in the same city. On the other hand, the graduates of Bocconi University earn on average more than the graduates of other Milanese universities, both public and private. 11 MICAT CO ROLUI PC MIBOC CO MIBOC MICAT ROLUI PC
Both private and public colleges generate heterogeneous outcomes in the labour market. Part of this heterogeneity could fade away over time, as graduates settle in their jobs, but part could depend on measurable differences in inputs and outputs. Table 3 illustrates some of these differences, separately for public and private colleges. Table 3. Differences in inputs and outputs, by type of college 12 Public college Private college Year when the faculty was established 1932 1958 Student / teacher ratio 41.69 25.78 Percentage of students not completing their degree in the requested time 38.61 38.42 Number of students 4605 3698 Percentage of graduates over enrolled students 7.54 11.76 Note: the year of establishment is coded as 1800 if the college was established in 1800 or before. The table shows that private universities tend to be younger, smaller, and have a significantly lower ratio of students to teachers. While the average age of professors is about the same, the percentage of female professors is slightly lower, and the percentage of graduates over enrolled students significantly higher. The Data Appendix shows how these indicators vary across colleges and fields of study. The list of indicators in Table 3 cannot be considered as exhaustive. An indicator that is missing in our data is the average peer effect. This is an important measure if we believe, as Epple and Romano, 1998, that school quality critically depends on the average quality of enrolled students. Another missing indicator is a measure of network effects, which might play an important role if private colleges provide access to better networks, and if these networks are important in the search of a good job, as suggested for Italy by Pellizzari, 2003. Finally, we miss information of teacher quality. The recent literature on school quality (see Hanushek, 2002, for a survey), clearly emphasizes this variable as key to explain school performance.
Page 1 and 2: Preliminary and incomplete, please
Page 3 and 4: South - and can even turn the gap i
Page 5 and 6: universities is low and partly to a
Page 7 and 8: determinants of college/faculty wag
Page 9 and 10: College located in Northeast Italy
Page 11: average employment probability Figu
Page 15 and 16: expected, individuals completing a
Page 17 and 18: graduates from the University of Tr
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Page 21 and 22: college is 8.22 among those with go
Page 23 and 24: Monthly wages Employment probabilit
Page 25 and 26: shows that going to a private colle
Page 27 and 28: Note : see Table 8. 4.3 College qua
Page 29 and 30: 4.4 Family background In the previo
Page 31 and 32: (.060) (.021) (.067) (.070) Roma Lu
Page 33 and 34: Data Appendix Figure A1: Enrolled s
Page 35 and 36: Figure A5: average age of professor

Does Alma Mater matter? Evidence from Italy*

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