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on Education |
| By: | Walker, Ian; Zhu, Yu |
| Abstract: | We study the labour market wage outcomes of university graduates by course (i.e. by subject and institution) in the UK using the Labour Force Survey (LFS). We match this data to a measure of course “selectivity” (the mean standardised admission scores at the course level) using data on high school achievement scores of students admitted to these courses. Unlike earlier UK studies, we are able to consider the effect of differences across undergraduate degree subjects, and in particular the selectivity of both the subject studied and of the Higher Education Institution (HEI) attended. Our results show that selectivity of undergraduate degree programmes plays an important role in explaining the variation in the relative graduate wages across HEIs and subjects. In fact, much of the observed differential in relative wage outcomes across courses is due to the quality of students that HEIs select. That is not to say that the effect of course selectivity on wages implies that degrees are just signals of existing ability differences. |
| Keywords: | College selectivity,relative returns to higher education |
| JEL: | I23 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:133&r=edu |
| By: | Karthik Muralidharan; Abhijeet Singh; Alejandro J. Ganimian |
| Abstract: | We present experimental evidence on the impact of a technology-aided after-school instruction program on learning outcomes in middle school grades in urban India, using a lottery that provided students with a voucher to cover program costs. A key feature of the program was its ability to individually customize educational content to match the level and rate of progress of each student. We find that lottery winners had large increases in test scores of 0.36ó in math and 0.22ó in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.59ó and 0.36ó respectively. We find similar absolute test score gains for all students, but the relative gain was much greater for academically-weaker students because their rate of learning in the control group was close to zero. We show that the program was able to effectively cater to the very wide variation in student learning levels within a single grade by precisely targeting instruction to the level of student preparation. The program was highly cost-effective, both in terms of productivity per dollar and unit of time. Our results suggest that well-designed technology-aided instruction programs can sharply improve productivity in delivering education. |
| Keywords: | computer-aided learning, productivity in education, personalized learning, teaching at the right level, post-primary education, middle school, secondary school |
| JEL: | C93 I21 J24 O15 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_6328&r=edu |
| By: | Lionel Ragot; Michel Beine; Marco Delogu |
| Abstract: | This paper studies the determinants of international students' mobility at the university level, focusing specifically on the role of tuition fees. We derive a gravity model from a Random Utility Maximization model of location choice for international students in the presence of capacity constraints of the hosting institutions. The last layer of the model is estimated using new data on student migration flows at the university level for Italy. We control for the potential endogeneity of tuition fees through a classical IV approach based on the status of the university. We obtain evidence for a clear and negative effect of fees on international student mobility and confirm the positive impact of the quality of the education. The estimations also support the important role of additional destination-specific variables such as host capacity, the expected return of education and the cost of living in the vicinity of the university. |
| Keywords: | Foreign students; Tuition fees; Location choice; University Quality. |
| JEL: | F22 H52 I23 O15 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:drm:wpaper:2017-44&r=edu |
| By: | Wang, Haining; Cheng, Zhiming; Smyth, Russell |
| Abstract: | We examine the educational spillover effects of migrant students on local students’ academic achievement in public middle schools in urban China. The identification of peer effects relies on idiosyncratic variation in the proportion of migrant students across classes within schools. We find that the proportion of migrant students in each class has a small, and positive, effect on local students’ test scores in Chinese, but has no significant effect on math and English test scores. We also find considerable evidence of heterogeneity in the effects of the proportion of students in the class on local students’ test scores across subsamples. Local students toward the bottom of the achievement distribution, local students enrolled in small classes and local students enrolled in lower-ranked schools benefit most in terms of test scores from having a higher proportion of migrant students in their class. Our findings have important policy implications for the debate in China about the inclusion of migrant students in urban schools, and for the assignment of educational resources across schools. |
| Keywords: | migrant student,peer effects,academic achievement,China |
| JEL: | I21 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:130&r=edu |
| By: | Atila Abdulkadiroglu; Parag A. Pathak; Jonathan Schellenberg; Christopher R. Walters |
| Abstract: | School choice may lead to improvements in school productivity if parents' choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City's centralized high school assignment mechanism. We use applicants' rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores and high school graduation. We also estimate impacts on college attendance and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. We find no relationship between preferences and school effectiveness after controlling for peer quality. |
| JEL: | I21 I24 J24 |
| Date: | 2017–10 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:23912&r=edu |
| By: | Massimo Anelli; Kevin Shih; Kevin Williams |
| Abstract: | Since the 1980s the United States has faced growing disinterest and high attrition from STEM majors. Over the same period, foreign-born enrollment in U.S. higher education has increased steadily. This paper examines whether foreign-born peers affect the likelihood American college students graduate with a STEM major. Using administrative student records from a large public university in California, we exploit idiosyncratic variation in the share of foreign peers across introductory math courses taught by the same professor over time. Results indicate that a 1 standard deviation increase in foreign peers reduces the likelihood native-born students graduate with STEM majors by 3 percentage points–equivalent to 3.7 native students displaced for 9 additional foreign students in an average course. STEM displacement is offset by an increased likelihood of choosing Social Science majors. However, the earnings prospects of displaced students are minimally affected as they appear to be choosing Social Science majors with equally high earning power. We demonstrate that comparative advantage and linguistic dissonance may operate as underlying mechanisms. |
| Keywords: | immigration, peer effects, higher education, college major, STEM |
| JEL: | I21 I23 I28 J21 J24 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_6466&r=edu |
| By: | Midori Otani (Ph.D., Osaka School of International Public Policy (OSIPP)) |
| Abstract: | This study investigates how parental involvement is associated with academic achievement by comparing the associations of parental involvement across three criteria: elementary and middle school (school level), male and female (gender), and math and science (subject). Also, it examines whether students' attitudes towards the subjects and academic aspiration mediate the relationship. A nationally representative sample of elementary and middle school children in Japan (1,884 female students and 140 schools and 1,894 male students and 139 schools in fourth grade, and 1,812 female students and 133 schools and 1,789 male students and 131 schools in eighth grade) from Trends International Mathematics and Science Study (TIMSS) 2011 was used for the analysis. Results show that parental involvement is associated with students’ educational outcome. Students’ attitude and aspiration mediate the associations between parental involvement and academic achievement. The associations between parental involvement and academic achievement vary according to the school level, gender, and the subjects. Especially, different association between monitoring types of involvement and achievement is found between elementary and middle school. |
| Keywords: | Weather Parental Involvement, TIMSS, Elementary school, Middle school, Mathematics, Science, Japan |
| JEL: | I21 |
| Date: | 2017–10 |
| URL: | http://d.repec.org/n?u=RePEc:osp:wpaper:17e003&r=edu |
| By: | Debra Lynne Shepherd (Department of Economics, Stellenbosch University) |
| Abstract: | Despite improvements over the past decade, South African women continue to be underrepresented in tertiary studies and professional careers in the fields of science, technology, engineering and math. This has implications not only for economic development and growth, but also for social inequality as women continue to have lower access to higher paying employment opportunities. Using data from the Trends in Mathematics and Science Study of 2011, this paper finds that whilst grade 9 girls in the poorest 80% of South African schools experience no difference in domain-specific performance, self-concept and motivation, girls in the wealthiest subset of schools are found to significantly underperform in both subjects, as well as possess lower self-concept and motivation, and higher anxiety. Teacher gender and education are shown to correlate with these results; specifically, female teachers with math backgrounds negatively influence girls’ performances in wealthy schools. This is argued to be in keeping with stereotype threat theory (Steele, 2003) whereby women that are highly identified with math are subject to greater anxiety and concern over their performance. The relative difference in the performance of girls taught by a female versus a male teacher compared to the performance of boys is smaller when exposed to teachers with education training, suggesting that classroom methodology plays a role in the attainment of girls. Student fixed effects estimation reveals that the teacher characteristics mentioned above play important roles for moderating the relationship between student self-concept and performance of boys and girls. |
| Keywords: | gender inequality, STEM, stereotype, performance, self-concept, development |
| JEL: | C21 I21 I24 J16 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:sza:wpaper:wpapers287&r=edu |
| By: | Jovicic, Sonja |
| Abstract: | This paper assesses the role of literacy skills as an equalizer in both educational outcomes and educational opportunities. First, by linking two surveys of adult skills for 11 OECD countries (PIAAC - Survey of Adult Skills (conducted in mid-90s) and IALS - International Adult Literacy Survey (conducted in 2011)), the relationship between performance (average literacy test scores) across countries and within-country skill inequality (dispersion in literacy test scores) is examined... |
| JEL: | I21 J62 J68 H52 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:vfsc17:168117&r=edu |
| By: | Sara Amoroso (European Commission - JRC); David B. Audretsch (Indiana University); Albert N. Link (Bryan School of Business and Economics University of North Carolina-Greensboro) |
| Abstract: | The purpose of this paper is to explore the relationship between an entrepreneur’s experience and education and his/her reliance on alternative sources of knowledge for exploring new business opportunities. The extant literature that is at the crossroads between sources of knowledge and the experiential and intellectual base of an entrepreneur (i.e., dimensions of his/her human capital) suggests that it is through experience and through education that an entrepreneur obtains knowledge. Using information on a sample of high-tech manufacturing firms across 10 European countries, we explore heterogeneities in the influence of experience, age, and education of the firm’s primary founder on the perceived importance of (i.e., use of) alternative sources of knowledge. We find that the association of these characteristics differs significantly across sources of knowledge, and across European regions. Education is positively related to the importance of knowledge from research institutes and internal know-how, while age is negatively related to the importance of research institutes and positively related to publications and conferences. On the one hand, in South/East European countries, the importance of internal know-how is positively associated with age and education, but negatively associated with experience. On the other hand, the characteristics of primary founders of North/West European firms are more linked to the importance of the participation to funded research programmes. This source of knowledge is related positively with age and education and negatively with experience. |
| Keywords: | Entrepreneurship; Knowledge; Experience; Education; Human Capital |
| JEL: | L26 J24 D83 |
| Date: | 2017–05 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:wpaper:201703&r=edu |
| By: | James J. Heckman; John Eric Humphries; Gregory Veramendi |
| Abstract: | This paper analyzes the non-market benefits of education and ability. Using a dynamic model of educational choice we estimate returns to education that account for selection bias and sorting on gains. We investigate a range of non-market outcomes including incarceration, mental health, voter participation, trust, and participation in welfare. We find distinct patterns of returns that depend on the levels of schooling and ability. Unlike the monetary benefits of education, the benefits to education for many non-market outcomes are greater for low-ability persons. College graduation decreases welfare use, lowers depression, and raises self-esteem more for less-able individuals. |
| JEL: | D01 I14 I24 I28 |
| Date: | 2017–10 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:23896&r=edu |
| By: | Ray C. Fair (Cowles Foundation, Yale University); Christopher Champa (Yale University) |
| Abstract: | Injury rates in twelve U.S. men’s college sports and five U.S. boys’ high school sports are examined in this paper. The sports are categorized as “contact” or “non-contact,” and differences in injury rates between the two are examined. Injury rates in the contact sports are considerably higher than those in the non-contact sports and they are on average more severe. Estimates are presented of the injury savings that would result if the contact sports were changed to have injury rates similar to those in the non-contact sports. The estimated college savings are 49,600 fewer injuries per year and 6,000 fewer years lost-to-injury per year. The estimated high school savings are 601,900 fewer injuries per year and 96,000 fewer years lost-to-injury per year. For concussions the savings are 6,900 per year for college and 161,400 per year for high school. The estimated dollar value (in 2015 dollars) of the total injury savings is between $446 million and $1.5 billion per year for college and between $5.4 billion and $19.2 billion per year for high school. Section 11 speculates on how the contact sports might be changed to have their injury rates be similar to those in the non-contact sports. |
| Keywords: | Sports injuries, Collegiate sports |
| JEL: | I18 I20 |
| Date: | 2017–08 |
| URL: | http://d.repec.org/n?u=RePEc:cwl:cwldpp:3001r&r=edu |
| By: | Schiff, Maurice; Wang, Yanling |
| Abstract: | This paper examines the impact of education, governance and North-South trade- and distance-related technology diffusion on TFP in the South, focusing on South America (SA), Mexico, Latin America (LA) and East Asia for the 32-year period preceding the Great Recession (1976-2007) in a new model that integrates models of trade-related and distance-related international technology diffusion. Our model’s explanatory power is 38% (62%) greater than that of the main trade-related (distance-related) model. Findings are: i) TFP increases with education, trade, governance (ETG) and imports’ R&D content, and declines with distance to the North; ii) an increase in LA’s ETG to East Asia’s level raises LA’s TFP by some 100% and accounts for about 75% of its TFP gap with East Asia; iii) raising LA’s education to East Asia’s level has a larger impact on TFP and on the TFP gap than raising governance or openness; iv) the TFP impact on South America relative to Mexico due to its greater distance to US-Canada (Europe)(Japan) is −18.9 (−2.13) (−9.78)%, with an overall impact of −12.4%. |
| Keywords: | Education,Governance,Trade,Distance,Technology Diffusion,Productivity Impact,Latin America,East Asia |
| JEL: | F13 I25 O19 O47 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:126&r=edu |
| By: | Heckman, James J. (University of Chicago); Humphries, John Eric (Yale University); Veramendi, Gregory (Arizona State University) |
| Abstract: | This paper analyzes the non-market benefits of education and ability. Using a dynamic model of educational choice we estimate returns to education that account for selection bias and sorting on gains. We investigate a range of non-market outcomes including incarceration, mental health, voter participation, trust, and participation in welfare. We find distinct patterns of returns that depend on the levels of schooling and ability. Unlike the monetary benefits of education, the benefits to education for many non-market outcomes are greater for low-ability persons. College graduation decreases welfare use, lowers depression, and raises self-esteem more for less-able individuals. |
| Keywords: | education and inequality, returns to education, government policy, health and inequality, household behavior and family economics |
| JEL: | I24 I28 I14 D1 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11047&r=edu |
| By: | Neyt, Brecht; Omey, Eddy; Verhaest, Dieter; Baert, Stijn |
| Abstract: | We review the theories put forward, methodological approaches used, and empirical conclusions found in the multidisciplinary literature on the relationship between student employment and educational outcomes. A systematic comparison of the empirical work yields new insights that go beyond the overall reported negative effect of more intensive working schemes and that are of high academic and policy relevance. One such insight uncovered by our review is that student employment seems to have a more adverse effect on educational choices and behaviour (study engagement and the decision to continue studying) than on educational performance (in particular, graduation). |
| Keywords: | student employment,education,self-selection,review |
| JEL: | I21 J22 J24 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:121&r=edu |
| By: | Dudley, William (Federal Reserve Bank of New York) |
| Abstract: | Remarks at the Council for Economic Education’s 56th Annual Financial Literacy & Economic Education Conference, New York City. |
| Keywords: | structural change; inflation shortfall; balance sheet normalization; income equality; income mobility; Opportunity and Inclusive Growth Institute; social mobility; legacy admission policies; economic mobility; intergenerational mobility |
| Date: | 2017–10–06 |
| URL: | http://d.repec.org/n?u=RePEc:fip:fednsp:256&r=edu |
| By: | Stephanie M. Jones; Jennifer Kahn |
| Abstract: | Compelling research demonstrates what parents have always known—the success of young people in school and beyond is inextricably linked to healthy social and emotional development. |
| Keywords: | Students, Social, Emotional, Academic development |
| JEL: | I |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:2d8a7d46adb54cfebbd00f1e5b38b29c&r=edu |
| By: | Schiff, Maurice (World Bank); Wang, Yanling (Carleton University) |
| Abstract: | This paper examines the impact of education, governance and North-South trade- and distance-related technology diffusion on TFP in the South, focusing on South America (SA), Mexico, Latin America (LA) and East Asia for the 32-year period preceding the Great Recession (1976–2007) in a new model that integrates models of trade-related and distance-related international technology diffusion. Our model's explanatory power is 38% (62%) greater than that of the main trade-related (distance-related) model. Findings are: i) TFP increases with education, trade, governance (ETG) and imports' R&D content, and declines with distance to the North; ii) an increase in LA's ETG to East Asia's level raises LA's TFP by some 100% and accounts for about 75% of its TFP gap with East Asia; iii) raising LA's education to East Asia's level has a larger impact on TFP and on the TFP gap than raising governance or openness; iv) the TFP impact on South America relative to Mexico due to its greater distance to US-Canada (Europe) (Japan) is -18.9 (-2.13) (-9.78)%, with an overall impact of -12.4%. |
| Keywords: | education, governance, trade, distance, technology diffusion, productivity impact, Latin America, East Asia |
| JEL: | F13 I25 O19 O47 |
| Date: | 2017–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11049&r=edu |
| By: | Álvaro Pina (OECD) |
| Abstract: | Luxembourg’s large foreign-born population is a pillar of the country’s prosperity: they have brought skills and knowledge to many sectors of the economy. They also tend to successfully find jobs, with a higher employment rate than natives. However, not all immigrants have done well. The minority from non-EU origin (about 10% of the country’s population) suffers from high unemployment, large gender gaps in activity and below-average incomes. Refugees are particularly vulnerable. Other integration shortcomings go beyond disadvantaged minorities. Pervasive labour market segmentation is well illustrated by the marked under-representation of the foreign-born in public sector jobs. Political participation of immigrants at local level is modest. At school, their children are often put at a disadvantage by an education system which tends to perpetuate socio-economic inequality. The diversity of Luxembourg’s society contributed by immigrants should be seen as an asset for economic growth and well-being. Initiatives such as the diversity charter can help private and public organisations to reap the benefit of diversity through the inclusion of outsiders and the strengthening of social cohesion. Learning the languages of Luxembourg, developing social capital and having foreign qualifications validated are key preconditions for successful integration. Education requires both general equity-enhancing reforms, starting at early childhood, and targeted support to disadvantaged students, including upgraded vocational studies. Furthermore, job matching and social cohesion would benefit from greater immigrant participation in public sector employment and civic life. Avoiding that asylum seekers undergo protracted inactivity is also a concern. This Working Paper relates to the 2017 OECD Economic Survey of Luxembourg (www.oecd.org/eco/surveys/economic-surve y-luxembourg.htm). |
| Keywords: | asylum seekers, early childhood education and care, equity in education, labour market segmentation, public employment, school tracking |
| JEL: | H52 I24 I28 J15 J45 J48 J61 |
| Date: | 2017–10–11 |
| URL: | http://d.repec.org/n?u=RePEc:oec:ecoaaa:1418-en&r=edu |
| By: | Albert Y. Liu; Stephen Lipscomb; Alexander Johann |
| Abstract: | This research compares English learner students with disabilities to other students with disabilities and other English learners in secondary school on measures linked to post–high school outcomes, using the National Longitudinal Transition Study 2012. |
| Keywords: | English learner students with disabilities, English learners, Students with disabilities, National Longitudinal Transition Study 2012, Secondary school |
| JEL: | I J |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:d9b2372951bc44ac9732423ed187f3d1&r=edu |
| By: | Briel, Stephanie; Osikominu, Aderonke |
| Abstract: | We analyze whether engagement as class representative affects the character skill formation in adolescents. To estimate the c.p. effect we combine a stratified propensity score matching approach with a flexible regression adjustment exploiting data form the GSOEP. We use different tests to check the plausibility and quality of our estimation strategy. Our findings are in line with the hypothesis that leadership experience during school time positively affects the development of character skills. |
| JEL: | I21 J13 J24 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:vfsc17:168236&r=edu |
| By: | Kessler, Anke; Milligan, Kevin |
| Abstract: | This paper studies the influence of cultural norms on economic outcomes. We combine detailed information on second-generation female immigrants with historical data from their ancestral source country to see how the cultural endowment received from their fathers affects current decisions. Our results show that education plays a critical role in cultural transmission: lower-educated women exhibit a strong influence of cultural variables while higher-educated women show no influence at all. |
| JEL: | J16 J22 J61 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:vfsc17:168299&r=edu |
| By: | Angelo Antoci; Irene Brunetti; Pierluigi Sacco; Mauro Sodini |
| Abstract: | The issue of student evaluation of teachers (SET) has been explored by a large literature across many decades. However, the role of social influence factors in determining teachers' responses to a given incentive and evaluation framework has been left basically unexplored. This paper makes a first attempt in this vein by considering an evolutionary game-theoretic context where teachers face a two-stage process where their rating depends on both students' evaluation of their course and on retrospective students' evaluation of their teaching output in view of students' performance in a related follow-up course. We find that both high effort (difficult course offered) and low effort (easy course effort) outcomes may emerge, and that may either lead to a socially optimal outcome for teachers or not, according to cases. Moreover, there may be a potential conflict between the optimal outcome for students and for teachers. We also consider possible ways to generalize our model in future research. |
| Keywords: | Student evaluation of teachers (SET); teacher effort; teacher motivation; social selection; strategic interaction between teachers. |
| JEL: | I21 C73 D79 |
| Date: | 2017–01–01 |
| URL: | http://d.repec.org/n?u=RePEc:pie:dsedps:2017/225&r=edu |
| By: | Nguyen, Cuong |
| Abstract: | This study investigates several determinants of children’s education in Vietnam. It finds an important role of living with both parents on. More specifically, children in households without either parent, due to divorce or death of parents, have lower enrollment rates than other children. Importantly, the effect on children of divorce of parents is even higher than the effect of parental death. Children with parents who migrate also have lower enrollment rates compared to children living in households where parents do not migrate. The study also shows correlation between inter-ethnic marriage and children's education. Children in families in which one Kinh parent and one from an ethnic minority group, as well as children of parents from two different ethnic minorities, have higher school attendance rates than children with parents from the same ethnic minority group. |
| Keywords: | Children, Young, Education, Vietnam |
| JEL: | I1 J1 |
| Date: | 2016–08–15 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:81828&r=edu |
| By: | Nishant Chadha; Bharti Nandwani |
| Abstract: | In this paper, we study the impact of ethnic fragmentation on the provision of private and public schools, separately. The distinction is made because the two types of schools have different objective functions, a factor which can influence the relationship between ethnic fragmentation and public goods provision. We find that ethnic fragmentation has a negative impact on the provision of schools overall, but this effect manifests differently for the two types of schools considered. To explain our findings we show that ethnic fragmentation lowers collective action, and because of the different objectives of provision of private and public schools, lack of collective action results in a differential impact. While private schools are shown to be lower in number, public schools are of lower quality in fragmented districts. |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:unu:wpaper:wp2017-176&r=edu |
| By: | Costa Font, Joan (London School of Economics); Ljunge, Martin (Research Institute of Industrial Economics (IFN)) |
| Abstract: | The association between occupational status and health has been taken to reveal the presence of health inequalities shaped by occupational status. However, that interpretation assumes no influence of health status in explaining occupational standing. This paper documents evidence of non-negligible returns to occupation status on health (which we refer to as the ‘healthy worker effect’). We use a unique empirical strategy that addressed reverse causality, namely an instrumental variable strategy using the variation in average health in the migrant’s country of origin, a health measure plausibly not determined by the migrant’s occupational status. Our findings suggest that health status exerts significant effects on occupational status in several dimensions; having a supervising role, worker autonomy, and worker influence. The effect size of health is larger than that of an upper secondary education. |
| Keywords: | Occupational status; Self-reported health; Immigrants; Work autonomy; Supervising role |
| JEL: | I18 J50 |
| Date: | 2017–10–06 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:iuiwop:1183&r=edu |
| By: | Stephanie Carlson (University of Minnesota); Yuichi Shoda (University of Washington); Ozlem Ayduk (University of California at Berkeley); Lawrence Aber (New York University); Catherine Schaefer (Pennsylvania State University); Anita Sethi (The Happy Montessori School); Nicole Wilson (University of Washington); Philip Peake (Smith College); Walter Mischel (Columbia University) |
| Abstract: | In the 1960s at Stanford University’s Bing Preschool, children were given the option of taking an immediate, smaller reward or receiving a delayed, larger reward by waiting until the experimenter returned. Since then, the "Marshmallow Test" has been used in numerous studies to assess delay-of-gratification. Yet, no prior study has compared the performance of children across the decades. Common wisdom suggests children today would wait less long, preferring immediate gratification. Study 1 confirmed this intuition in a survey of adults in the U.S. (N = 354; Median age = 34 years). To test the validity of this intuition, in Study 2 we analyzed the original data for average delay-of-gratification times (out of 10 min) of 840 typically developing U.S. children in three birth cohorts from similar middle-high socioeconomic backgrounds, tested 20 years apart (1960s, 1980s, and 2000s), matched on age (3-5 years) at the time of testing. In contrast to popular belief, results revealed a linear increase in delay over time, such that children in the 2000s waited on average 2 min longer than children in the 1960s, and 1 min longer than children in the 1980s. This pattern was robust with respect to age, sex, geography and sampling effects. We posit that increases in symbolic thought, technology, and public attention to self-regulation have contributed to this finding, but caution that more research in diverse populations is needed to examine the generality of the findings and to identify the causal factors underlying them. |
| Keywords: | delay of gratification, Marshmallow Test, executive function, cohort effect, preschool |
| JEL: | C91 D03 I21 |
| Date: | 2017–10 |
| URL: | http://d.repec.org/n?u=RePEc:hka:wpaper:2017-077&r=edu |