The Benefits to Taxpayers from Increases in Students - RAND ...
The Benefits to Taxpayers from Increases in Students - RAND ...
The Benefits to Taxpayers from Increases in Students - RAND ...
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44 <strong>The</strong> <strong>Benefits</strong> <strong>to</strong> <strong>Taxpayers</strong> <strong>from</strong> <strong>Increases</strong> <strong>in</strong> <strong>Students</strong>’ Educational Atta<strong>in</strong>ment<br />
vices (Table 4.1). We aga<strong>in</strong> use a two-part model for each program. In the first stage,<br />
we use the SIPP data <strong>to</strong> model program utilization (i.e., use of outpatient services) as a<br />
function of educational atta<strong>in</strong>ment, age, and other demographic characteristics. In the<br />
second stage, for those who have used either program, we model hospitalization (i.e.,<br />
use of <strong>in</strong>patient services) as a function of education level, age, and other variables.<br />
For subsidized hous<strong>in</strong>g, we use HUD data on <strong>to</strong>tal annual program cost and<br />
number of residents covered. We assume that unit hous<strong>in</strong>g cost per person is constant<br />
across education levels and demographic groups. This makes a s<strong>in</strong>gle-part model, <strong>in</strong><br />
which hous<strong>in</strong>g-subsidy utilization depends on education level, age, and other variables,<br />
sufficient. <strong>The</strong>n, the expected hous<strong>in</strong>g subsidy is equal <strong>to</strong> the likelihood of utilization,<br />
as predicted by the s<strong>in</strong>gle-part model, times the average program cost per person.<br />
Three of the programs—SSI, Social Security, and Medicare—each <strong>in</strong>clude two<br />
components, one addressed <strong>to</strong> the disabled and the other <strong>to</strong> the elderly. Accord<strong>in</strong>gly,<br />
we conducted separate analyses for younger and older subpopulations <strong>in</strong> analyz<strong>in</strong>g the<br />
effects of educational atta<strong>in</strong>ment on program benefits.<br />
F<strong>in</strong>d<strong>in</strong>gs related <strong>to</strong> each social program are provided below, along with a brief<br />
description of each of the programs. To illustrate the results, we show the effects of<br />
<strong>in</strong>creased educational atta<strong>in</strong>ment on social program costs for U.S.-born Hispanic<br />
women. <strong>The</strong> details of our analyses of these programs are provided <strong>in</strong> Appendix C.<br />
It describes the data sources, economic models, and the empirical estimations. It also<br />
discusses some caveats related <strong>to</strong> the research methods.<br />
Effects of Educational Atta<strong>in</strong>ment on the Costs of Welfare Programs<br />
For the purposes of this study, “welfare programs” <strong>in</strong>clude Temporary Assistance <strong>to</strong><br />
Needy Families, general assistance, and other similar assistance programs for the needy.<br />
Table 4.1<br />
Medicare and Medicaid Benefit Estimates, 2002<br />
Payments<br />
($ billion)<br />
Beneficiaries<br />
($ million)<br />
Benefit per<br />
Beneficiary ($)<br />
Medicare<br />
Inpatient 123.0 7.8 15,694<br />
Outpatient 92.4 31.5 2,934<br />
Medicaid<br />
Inpatient 57.5 5.0 11,401<br />
Outpatient 49.1 24.4 2,016<br />
NOTE: Medicare data use calendar year; Medicaid data use fiscal year.<br />
SOURCE: U.S. Department of Health and Human Services, Centers for Medicare<br />
and Medicaid Services (2006).