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dc.contributor.authorBacolod, Marigee
dc.contributor.authorChaudhary, Latika
dc.dateNovember 2017
dc.date.accessioned2016-05-09T21:13:32Z
dc.date.available2016-05-09T21:13:32Z
dc.date.issued2017-11
dc.identifier.urihttp://hdl.handle.net/10945/48651
dc.descriptionDraft: November 2017en_US
dc.descriptionForthcoming, Contemporary Economic Policy
dc.descriptionThe article of record as published may be found at http://dx.doi.org/10.1111/coep.12275
dc.description.abstractUsing a unique dataset of US military officers enrolled in graduate programs at the Naval Postgraduate School, we find students enrolled in distance education pro- grams are 19 percentage points less likely to graduate compared to students enrolled in comparable traditional resident programs. Interestingly, distance education students receive a larger proportion of As on their courses. But, they are also more likely to fail and withdraw from their courses compared to their resident counterparts. The negative effects of distance education are worse for students enrolled in more technical engineering programs compared to less technical business programs. Although distance students are more likely to separate from the military after completing their education compared to traditional students, there are no significant differences in job promotion within the military between the two groups. Our results highlight the challenges of designing effective distance education programs in technical fields.en_US
dc.format.extent33 p.en_US
dc.rightsThis publication is a work of the U.S. Government as defined in Title 17, United States Code, Section 101. Copyright protection is not available for this work in the United States.en_US
dc.titleDistance to Promotion: Evidence from Military Graduate Educationen_US
dc.contributor.corporateNaval Postgraduate School (U.S.)en_US
dc.subject.authordistance educationen_US
dc.subject.authoronline educationen_US
dc.subject.authorreturns to educationen_US
dc.subject.authormatchingen_US


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