I propose a novel heterogeneous-agent model featuring public and private education in the choice set of households, positive human capital externalities, and distortionary taxes for public education financing to study transatlantic differences in public versus private education investment, tax rates, and economic distributions. I show that exogenous tax differences alone can generate most of the observed transatlantic disparities in this model. I also demonstrate that this model can explain how either of the calibrated US and European tax regimes can gain public support due to the U shape of aggregate variables over taxes, as also seen in the data.
{"title":"Education in a Heterogeneous-Agent Economy: Revisiting Transatlantic Differences","authors":"Orhan Torul","doi":"10.1086/708650","DOIUrl":"https://doi.org/10.1086/708650","url":null,"abstract":"I propose a novel heterogeneous-agent model featuring public and private education in the choice set of households, positive human capital externalities, and distortionary taxes for public education financing to study transatlantic differences in public versus private education investment, tax rates, and economic distributions. I show that exogenous tax differences alone can generate most of the observed transatlantic disparities in this model. I also demonstrate that this model can explain how either of the calibrated US and European tax regimes can gain public support due to the U shape of aggregate variables over taxes, as also seen in the data.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44821691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the impact of a conditional cash transfer program in Indonesia, the Program Keluarga Harapan (PKH), on the marginal and joint distributions of child nutritional status and household expenditure 26–30 months after its implementation. The PKH increases the higher quantiles of weight-for-age z-score among children aged between 25 and 36 months. Its improvement is explained not by the rise in household expenditure due to the PKH but by the change in the association between nutritional status and household expenditure. Furthermore, the PKH strengthens the positive association between nutritional status and household expenditure.
{"title":"Joint Impact of the Conditional Cash Transfer on Child Nutritional Status and Household Expenditure in Indonesia","authors":"T. Aizawa","doi":"10.1086/708093","DOIUrl":"https://doi.org/10.1086/708093","url":null,"abstract":"This study investigates the impact of a conditional cash transfer program in Indonesia, the Program Keluarga Harapan (PKH), on the marginal and joint distributions of child nutritional status and household expenditure 26–30 months after its implementation. The PKH increases the higher quantiles of weight-for-age z-score among children aged between 25 and 36 months. Its improvement is explained not by the rise in household expenditure due to the PKH but by the change in the association between nutritional status and household expenditure. Furthermore, the PKH strengthens the positive association between nutritional status and household expenditure.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/708093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45442426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We investigate the nurture effects of parental cognitive and socioemotional skills on child college attainment. By studying a sample of adopted children in the Wisconsin Longitudinal Study, we identify nongenetic effects of parental skills on college attainment. We find that parental intelligence quotient and openness act positively on child college attainment, while agreeableness has a negative impact. A 1 standard deviation difference in each of the skills translates to a 5–6 percentage point difference in college attainment, similar to the effect size of income. Finally, we find that the nurture effects of intelligence quotient and agreeableness are driven largely by fathers, while that of openness is driven by mothers.
{"title":"The Nurture Effects of Multidimensional Parental Skills on College Attainment","authors":"Jiaming Soh, K. Tan","doi":"10.1086/707784","DOIUrl":"https://doi.org/10.1086/707784","url":null,"abstract":"We investigate the nurture effects of parental cognitive and socioemotional skills on child college attainment. By studying a sample of adopted children in the Wisconsin Longitudinal Study, we identify nongenetic effects of parental skills on college attainment. We find that parental intelligence quotient and openness act positively on child college attainment, while agreeableness has a negative impact. A 1 standard deviation difference in each of the skills translates to a 5–6 percentage point difference in college attainment, similar to the effect size of income. Finally, we find that the nurture effects of intelligence quotient and agreeableness are driven largely by fathers, while that of openness is driven by mothers.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/707784","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45066941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Volha Belskaya, Klara Sabirianova Peter, Christian Posso
This paper studies the effects of a landmark college expansion policy on wages in Russia. We construct a unique individual-level data set linking the supply of college campuses in an individual’s place of residence at age 17 with educational attainment and hourly wages in adulthood. Using parametric and semiparametric selection models, we demonstrate that the returns to college education in Russia are heterogeneous and depend on whether individuals live in areas with limited college availability. The cost-benefit analysis demonstrates that discounted net benefits of college education for students in constrained municipalities exceed those for students in large cities twofold.
{"title":"Heterogeneity in the Effect of College Expansion Policy on Wages: Evidence from the Russian Labor Market","authors":"Volha Belskaya, Klara Sabirianova Peter, Christian Posso","doi":"10.1086/706484","DOIUrl":"https://doi.org/10.1086/706484","url":null,"abstract":"This paper studies the effects of a landmark college expansion policy on wages in Russia. We construct a unique individual-level data set linking the supply of college campuses in an individual’s place of residence at age 17 with educational attainment and hourly wages in adulthood. Using parametric and semiparametric selection models, we demonstrate that the returns to college education in Russia are heterogeneous and depend on whether individuals live in areas with limited college availability. The cost-benefit analysis demonstrates that discounted net benefits of college education for students in constrained municipalities exceed those for students in large cities twofold.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/706484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43470852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper analyzes whether postsecondary training programs have kept up with shifts in the occupational structure of the labor market over the past decades. I compare long-term trends in the distribution of employment, degrees, and certificates across occupation groupings using data from the US census and from the nation’s largest community college system. I then estimate that an occupation’s share of community college completions grows by approximately half a percentage point for every percentage point increase in its share of employment. I show that this relationship is primarily driven by increases in student demand rather than by colleges expanding capacity.
{"title":"Do Postsecondary Training Programs Respond to Changes in the Labor Market?","authors":"Michel Grosz","doi":"10.1086/722264","DOIUrl":"https://doi.org/10.1086/722264","url":null,"abstract":"This paper analyzes whether postsecondary training programs have kept up with shifts in the occupational structure of the labor market over the past decades. I compare long-term trends in the distribution of employment, degrees, and certificates across occupation groupings using data from the US census and from the nation’s largest community college system. I then estimate that an occupation’s share of community college completions grows by approximately half a percentage point for every percentage point increase in its share of employment. I show that this relationship is primarily driven by increases in student demand rather than by colleges expanding capacity.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47174455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jason M. Fletcher, Jinho Kim, J. Nobles, Stephen Ross, Irina Shaorshadze
This study examines the short-term and long-term impact of being educated with immigrant peers. We leverage a quasi-experimental design using across-grade, within-school variation in cohort/grade composition for students in the National Longitudinal Study of Adolescent Health. We find positive effects for foreign-born students compared with native-born students from increasing exposure to other foreign-born students, including on risky health behaviors, social isolation, mental health, and academic effort. While we find negative effects on language and educational attainment, these differences do not translate into worse socioeconomic status in adulthood. Finally, we present evidence suggesting that these differential effects stem from highly segregated, school friendship networks.
{"title":"The Effects of Foreign-Born Peers in US High Schools and Middle Schools","authors":"Jason M. Fletcher, Jinho Kim, J. Nobles, Stephen Ross, Irina Shaorshadze","doi":"10.1086/715019","DOIUrl":"https://doi.org/10.1086/715019","url":null,"abstract":"This study examines the short-term and long-term impact of being educated with immigrant peers. We leverage a quasi-experimental design using across-grade, within-school variation in cohort/grade composition for students in the National Longitudinal Study of Adolescent Health. We find positive effects for foreign-born students compared with native-born students from increasing exposure to other foreign-born students, including on risky health behaviors, social isolation, mental health, and academic effort. While we find negative effects on language and educational attainment, these differences do not translate into worse socioeconomic status in adulthood. Finally, we present evidence suggesting that these differential effects stem from highly segregated, school friendship networks.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/715019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48487954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I study the manipulation of test scores in Italy. Using an experiment that randomly assigns external monitors to classrooms, I apply a new methodology to study the extent of the manipulation and propose a correction method. I find that the manipulation was associated with more correlation in the answers after one controls for mean test scores. It was concentrated in the south and islands region, and it tended to favor female and immigrant students. Finally, the correlation patterns between the amount of manipulation and the number of missing answers suggest that teachers were more responsible for the manipulation than students.
{"title":"Teachers and Cheaters: Just an Anagram?","authors":"Santiago Pereda-Fernández","doi":"10.1086/705608","DOIUrl":"https://doi.org/10.1086/705608","url":null,"abstract":"I study the manipulation of test scores in Italy. Using an experiment that randomly assigns external monitors to classrooms, I apply a new methodology to study the extent of the manipulation and propose a correction method. I find that the manipulation was associated with more correlation in the answers after one controls for mean test scores. It was concentrated in the south and islands region, and it tended to favor female and immigrant students. Finally, the correlation patterns between the amount of manipulation and the number of missing answers suggest that teachers were more responsible for the manipulation than students.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/705608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45119956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Policy debates in education are greatly influenced by international differences in test scores. The presumption is that differences in test scores reflect differences in cognitive skills and content knowledge. We challenge this presumption by studying how much of the variation in the Program for International Student Assessment (PISA) scores is associated with student effort. We build a number of measures of student effort on the basis of both the PISA test and the student survey. Together, our measures of student effort explain between 32 and 38 percent of the variation in test scores across countries.
{"title":"When Students Don’t Care: Reexamining International Differences in Achievement and Student Effort","authors":"Gema Zamarro, Collin Hitt, Ildefonso Méndez","doi":"10.1086/705799","DOIUrl":"https://doi.org/10.1086/705799","url":null,"abstract":"Policy debates in education are greatly influenced by international differences in test scores. The presumption is that differences in test scores reflect differences in cognitive skills and content knowledge. We challenge this presumption by studying how much of the variation in the Program for International Student Assessment (PISA) scores is associated with student effort. We build a number of measures of student effort on the basis of both the PISA test and the student survey. Together, our measures of student effort explain between 32 and 38 percent of the variation in test scores across countries.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/705799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48577562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Böckerman, Mika Haapanen, Christopher Jepsen, Alexandra Roulet
To understand how the type of education affects long-term mental health, we examine the effects of a comprehensive school reform on mental health–related hospitalizations and deaths. The reform postponed the tracking of students into vocational and academic schools from age 11 to age 16, thus affecting the set of peers and the curriculum to which these students were exposed. The reform was implemented gradually across Finnish municipalities between 1972 and 1977. We use difference-in-differences variation and administrative data. Our overall results show no discernible effects on mental health–related hospitalizations or deaths, but heterogeneity analysis shows an adverse effect on hospitalizations due to depression for females from highly educated families.
{"title":"School Tracking and Mental Health","authors":"P. Böckerman, Mika Haapanen, Christopher Jepsen, Alexandra Roulet","doi":"10.1086/712728","DOIUrl":"https://doi.org/10.1086/712728","url":null,"abstract":"To understand how the type of education affects long-term mental health, we examine the effects of a comprehensive school reform on mental health–related hospitalizations and deaths. The reform postponed the tracking of students into vocational and academic schools from age 11 to age 16, thus affecting the set of peers and the curriculum to which these students were exposed. The reform was implemented gradually across Finnish municipalities between 1972 and 1977. We use difference-in-differences variation and administrative data. Our overall results show no discernible effects on mental health–related hospitalizations or deaths, but heterogeneity analysis shows an adverse effect on hospitalizations due to depression for females from highly educated families.","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712728","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46181484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper analyzes the impact of technology use on student math learning using experimental data from Brazil. The technology is a software tool designed for elementary school students to learn and practice arithmetic. Contrary to most interventions in which computer-aided instruction extends the school day, students played the game during class time for about 2 months. First, second, and third graders who used the software increased their score on a math test by 0.56σ in the short term (just after the intervention) and by 0.17σ in the medium term (1 year after the end of the intervention).
{"title":"Play to Learn: The Impact of Technology on Students’ Math Performance","authors":"G. Hirata","doi":"10.1086/719846","DOIUrl":"https://doi.org/10.1086/719846","url":null,"abstract":"This paper analyzes the impact of technology use on student math learning using experimental data from Brazil. The technology is a software tool designed for elementary school students to learn and practice arithmetic. Contrary to most interventions in which computer-aided instruction extends the school day, students played the game during class time for about 2 months. First, second, and third graders who used the software increased their score on a math test by 0.56σ in the short term (just after the intervention) and by 0.17σ in the medium term (1 year after the end of the intervention).","PeriodicalId":46011,"journal":{"name":"Journal of Human Capital","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44575731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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