War versus peace: does military officer quality adjust?

In this study, we demonstrate the quantity–quality trade-off between the size of the U.S. military force and the quality of its junior military leaders. We employ a difference-in-differences methodology and compare measures of job performance before and after to show that in periods of military force expansion, the average quality of U.S. Marine officers decline; the converse holds in times of relative peace. This has implications for both military effectiveness and understanding labour market dynamics.     

Who succeeds in distance learning? Evidence from quantile panel data estimation

This study provides a comprehensive analysis of the distributional effects of distance learning (DL) on academic success, as measured by course grades and completion. Using data of over 1.2 million courses taken by about 200,000 U.S. Navy sailor-students at more than 1800 U.S. institutions during 1994–2007, we find that distance delivery of education is associated with poorer outcomes. At the mean, DL delivery is associated with 0.19 lower course grade points; however, the mean effect masks the more pronounced negative effects of DL in the bottom two-thirds of the distribution—where DL lowers grades by as much as 0.8 points. Using variation only among marginal students—those who tend to fail some of the courses that they take, our estimates indicate traditional face-to-face delivery is associated with 2.4 times greater likelihood of successful course completion than if it was delivered distant. These findings suggest that targeting DL courses to certain students may be more cost-effective.     

DISTANCE TO PROMOTION: EVIDENCE FROM MILITARY GRADUATE EDUCATION

Using a unique dataset of U.S. military officers enrolled in graduate programs at the Naval Postgraduate School, we find students enrolled in distance education programs 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. (JEL I20, I23)     

When young soldiers drink: The impact of legal access to alcohol among U.S. Army soldiers

We study the impacts of legal access to alcohol on young U.S. Army soldiers. Regression discontinuity estimates reveal that soldiers report a large and significant increase in alcohol consumption after their 21st birthday; however, we precisely estimate that there are no meaningful impacts of legal access on any of the short-term outcomes we observe, including suicidal tendencies, depression, tobacco use, physical fitness, psychological health, fitness for combat deployment, and job-related infractions. Novel data on soldier's cognitive ability, psychological health, and family history allow us to explore whether the impacts of legal access vary by risk factors for alcohol abuse. While the increases in alcohol consumption were largest among those who had a family history of mental health problems, had better coping ability, and had higher cognitive ability, these subgroups did not uniformly experience adverse behavioral and physical outcomes upon gaining legal access to alcohol.