Skip to main content
. Author manuscript; available in PMC: 2019 Jul 9.
Published in final edited form as: Am Sociol Rev. 2018 Jul 9;83(4):771–801. doi: 10.1177/0003122418785371

Table 3.

Fixed-Effects/Dummy-Variable APC Models, Showing Differential Effects of Education on Skill Utilization as Proportion of College-Educated Persons Rises

Model 1. Verbal Skill Utilization Model 2. Quantitative Skill Utilization Model 3. Analytic Skill Utilization

Male Female Male Female Male Female
Proportion of Cohort with Four-Year Degree .630
(.0621)
.746
(.0669)
.475
(.0587)
.398
(.0642)
.672
(.0566)
.803
(.0647)
Educational Attainment (ref.: No College)
 Some College 1.553
(.0266)
1.396
(.0279)
1.198
(.0251)
.847
(.0267)
1.245
(.0242)
1.109
(.0270)
 Four-Year Degree 2.179
(.0215)
1.651
(.0238)
1.633
(.0203)
.894
(.0228)
2.132
(.0196)
1.791
(.0230)
 More than Four-Year Degree 2.543
(.0270)
1.944
(.0343)
1.193
(.0255)
1.125
(.0329)
2.545
(.0246)
2.093
(.0331)
Relative Educational Effects by Attainment
 Some College × College Proportion −2.183
(.0686)
−1.894
(.0718)
−1.602
(.0648)
−1.181
(.0689)
−1.658
(.0625)
−1.163
(.0694)
 Four-Year Deg. × College Proportion −1.648
(.0555)
−1.424
(.0611)
−1.173
(.0525)
−.384
(.0586)
−2.075
(.0506)
−1.772
(.0590)
 More than Four-Year Deg. × College Proportion −1.256
(.0707)
−1.281
(.0879)
−.0884
(.0668)
−.875
(.0842)
−1.242
(.0644)
−1.132
(.0849)
Constant 1.483
(.108)
3.030
(.116)
1.451
(.102)
2.187
(.111)
1.289
(.0985)
1.776
(.112)
Observations 1,003,679 759,162 1,003,679 759,162 1,003,679 759,162
R-Squared .339 .255 .211 .131 .351 .272

Source: Annual Social and Economic Supplement of the Current Population Survey: 1971 to 2010 (Flood et al. 2015).

Note: Coefficients for age (linear, squared, cubed), cohort (five-year dummy variables), year, marital status (married, never married, separated/widowed/divorced), race (white, black, Hispanic, other), metro area (central city, outside central city, not in metro area, not identifiable), census division, and interactions by race–cohort, marital status–cohort, census division–education, and census division–year included in model but not listed here; full results are available by request. All coefficients statistically significant at p < .001 except “more than four-year deg. × college proportion” (male quant) which is not significant.