Modeling Multiple Outputs in Educational Production Functions
探讨教育生产函数中如何建模认知和情感两类产出，认为将其视为联合产品更合理，并通过实证比较三种建模方式对参数估计的影响。
For some time now economists have conceptualized learning as a production process. Most educational production functions specify only one output-usually a measure of cognitive achievement. Some recent studies have recognized the multidimensional aspects of schooling, specifying outputs in both the cognitive and affective domains. Introducing multiple outputs into the production function raises interesting theoretical and empirical issues. One issue is the manner in which various outputs are interrelated. How one models output interactions in educational production functions may be important. Are the outputs multiple products? If so, are they independently or simultaneously produced? Or are the outputs joint products?' Answers to these questions may affect empirical estimates of the educational production function(s). This paper briefly describes how one might approach this problem. We argue on conceptual grounds that modeling outputs in the cognitive and affective domains as joint products is preferable. In addition, we compare the three approaches empirically to evaluate the sensitivity of educational production function parameter estimates to output specification.