Quantitative Intern, Weiss Asset Management for Professor Andrew Weiss (BU). 2003 ... Economic theory predicts that acce
WILLIAM GUI WOOLSTON www.stanford.edu/~waw
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Undergraduate Studies: AB (Economics), Harvard College, Phi Beta Kappa, Magna Cum Laude, 2006 Graduate Studies: Stanford University, 2006 to Present Teaching Experience: Fall, 2007 Econ 210-Graduate Macroeconomic Theory, teaching assistant for Professor Nir Jaimovich (Recipient Outstanding TA Award) Research Experience and Other Employment: 2008 - Present Research Assistant for Professor Michèle Tertilt 2007 Research Assistant for Professor Seema Jayachandran 2007 - Present Research Assistant for Professor Nir Jaimovich 2004 - 2005 Research Assistant at the Institute for Quantitative Social Science (Harvard) for Professor Erica Field 2005 Quantitative Intern, Weiss Asset Management for Professor Andrew Weiss (BU) 2003 National Science Foundation Fellow, Harvard Forest Honors, Scholarships, and Fellowships: 2008 Price Theory Scholar: Becker Center at University of Chicago 2008 - 2011 Stanford Graduate Fellow in Science & Engineering 2007 Stanford University Outstanding TA Award (Graduate Macroeconomics) 2006 - 2008 Stanford Economics Department Fellowship 2006 Highest Honors, Harvard Economics Department 2006 Thomas T. Hoopes Prize (Harvard College) for outstanding undergraduate thesis 2006 Mansfield-Wefald Prize (Telluride Association) for best undergraduate thesis in any field 2005 Lamont and Liman Fellowships for public interest law Research Papers: “Do Great Expectations Matter? The Relationship between Teacher Expectations and Student
Academic Success” Do teacher expectations matter? Using a novel instrumental variable based on teachers’ mismeasurement of student attendance, this paper provides evidence that optimistic beliefs of a student’s 10th grade teacher causes the student to excel academically in 12th grade. Unlike other studies that document a causal relationship between teacher expectations and student performance, this study does not rely on manipulation of teachers and was conducted using a large nationally representative sample.
“Credit Cards, Consumption, and Bankruptcy: An Empirical Approach Using Usury Laws” (In Progress) Economic theory predicts that access to credit helps people smooth their consumption over time. Psychology and neuroscience evidence suggests, in contrast, that people’s self control problems may prevent them from using credit cards in a way that is consistent with standard economic theory. By examining the plausibly exogenous deregulation of the US credit card market in the early 1980’s and mid 1990’s, I study the impact of credit card ownership on consumption patterns and bankruptcy filings.
