Accounting for heterogeneous returns in sequential schooling decisions

This paper presents a method for estimating returns to multiple schooling levels taking into account that returns may be heterogeneous among agents and that educational decisions are made sequentially. A sequential decision model explicitly considers that the level of education is the result of previous schooling choices and so, the variation of supply-side instruments over time will emerge as a source of identification of the desired parameters. A test for heterogeneity in returns from sequential schooling decisions is developed and expressions for Marginal Treatment Effects are obtained in this context. Returns are estimated and tested from cross-sectional data from a Spanish household survey that contains rich family background information and useful instruments. This methodology is used to analyze possible effects of the 1970 reform of the Spanish education system.     

Do Higher Real Minimum Wages Lead to More High School Dropouts? Evidence from Maryland Across Races, 1993–2004

We explore whether higher levels of the real minimum wage have differing effects on high school dropout rates across students of various races and ethnicities (whites, African Americans, Hispanics, and Asians). Using a panel of data across Maryland counties and annual observations in 1993–2004, we found higher real minimum wages to be associated with higher dropout rates for Hispanic students, but not for other races and ethnicities. We used a variety of model specifications and explanatory variables, including real income, the unemployment rate, teen pregnancy rates, and educational attainment among adults. Several of our findings are broadly consistent with commonly reported sociological observations regarding how behavioral choices may be affected by different levels across races and ethnicities of cultural integration of recent immigrants, family cohesiveness, the value placed on education, small business ownership, and hourly (vs. salaried) employment.     

A dynamic analysis of educational progression of children of immigrants

This paper uses a parsimonious version of Cameron and Heckman's (2001) dynamic model of educational progression to determine at what stages of their educational careers children of immigrants fall behind their native peers and the magnitude of intergenerational transmission. The analyses are primarily directed towards explaining high dropout rates from vocational upper secondary education, identified as the main barrier to educational attainment. The results corroborate previous findings that family background is an important determinant of educational outcomes but also suggest that differences in endowments alone do not explain the observed gap in educational attainment between natives and ethnic minorities.     

The evolution of the US family income–schooling relationship and educational selectivity

We estimate a dynamic model of schooling on two cohorts of the National Longitudinal Survey of Youth and find that, contrary to conventional wisdom, the effects of real (as opposed to relative) family income on education have practically vanished between the early 1980s and the early 2000s. After conditioning on a cognitive ability measure (AFQT), family background variables and unobserved heterogeneity (allowed to be correlated with observed characteristics), income effects vary substantially with age and have lost between 30% and 80% of their importance on age-specific grade progression probabilities. After conditioning on observed and unobserved characteristics, a $300,000 differential in family income generated more than 2 years of education in the early 1980s, but only 1 year in the early 2000s. Put differently, a $70,000 differential raised college participation by 10 percentage points in the early 1980s. In the early 2000s, a $330,000 income differential had the same impact. The effects of AFQT scores have lost about 50% of their magnitude but did not vanish. Over the same period, the relative importance of unobserved heterogeneity has expanded significantly, thereby pointing toward the emergence of a new form of educational selectivity reserving an increasing role to noncognitive abilities and/or preferences and a lesser role to cognitive ability and family income.     

On the Production of Cognitive Achievement and Gaps in Test Scores

Accumulation of cognitive achievement is investigated using an indirect production function, a dynamic econometric model and a rich data set. Gaps between scores of black and white children remain constant, narrow, or disappear entirely as children grow older, depending upon the measure and the family structure. Income elasticities are higher for children of black families, and there are differences in elasticities with respect to parents' educational levels. The effects of fathers' and mothers' educational levels differ. Between children of two‐parent families and mother‐only families, there is a gap that is at least as important as the racial gap.     

EDUCATIONAL ATTAINMENT AND THE RURAL-URBAN DIVIDE IN CHINA

A national household income survey and census data are used to examine the determinants of educational attainment in China. Rural and urban areas are analysed separately, and contrasted, owing to the sharp economic and institutional divide between them. The roles of income, age, gender, ethnicity, region and family background are explored. An attempt is made to distinguish between demand- and supply-constraints. The opportunity and other costs of rural schooling, and the reasons for leaving school, are examined. Income levels and incentives are important in explaining rural dropping out, and parental education is a powerful influence on enrolment and achievement. The considerable inequality of educational opportunity in China requires corrective policies.     

城乡结合部高中学校诚信教育的现状与对策

诚信是中华民族的传统美德,是社会主义精神文明的重要组成部分。城乡结合部高中学校由于地理位置、生源基础、教师队伍状况、学校办学条件、社会风尚、学生家庭环境等因素的制约,其诚信教育状况不容乐观。协调有关部门净化社会环境、加强德育队伍建设、强化诚信意识教育、培养良好行为习惯、改善办学条件、完善诚信教育评价机制、加强家校联系是城乡结合部高中学校诚信教育的主要对策。     

CHILD MENTAL HEALTH AND EDUCATIONAL ATTAINMENT: MULTIPLE OBSERVERS AND THE MEASUREMENT ERROR PROBLEM

We examine the effect of survey measurement error on the empirical relationship between child mental health and personal and family characteristics, and between child mental health and educational progress. Our contribution is to use unique UK survey data that contain (potentially biased) assessments of each child's mental state from three observers (parent, teacher and child), together with expert (quasi‐)diagnoses, using an assumption of optimal diagnostic behaviour to adjust for reporting bias. We use three alternative restrictions to identify the effect of mental disorders on educational progress. Maternal education and mental health, family income and major adverse life events are all significant in explaining child mental health, and child mental health is found to have a large influence on educational progress. Our preferred estimate is that a one‐standard‐deviation reduction in ‘true’ latent child mental health leads to a 2‐ to 5‐month loss in educational progress. We also find a strong tendency for observers to understate the problems of older children and adolescents compared to expert diagnosis. © 2015 The Authors. Journal of Applied Econometrics published by John Wiley & Sons, Ltd.     

城乡结合部高中学校诚信教育的现状与对策

诚信是中华民族的传统美德，是社会主义精神文明的重要组成部分。城乡结合部高中学校由于地理位置、生源基础、教师队伍状况、学校办学条件、社会风尚、学生家庭环境等因素的制约，其诚信教育状况不容乐观。协调有关部门净化社会环境、加强德育队伍建设、强化诚信意识教育、培养良好行为习惯、改善办学条件、完善诚信教育评价机制、加强家校联系是城乡结合部高中学校诚信教育的主要对策。     

Do Mothers Matter? A Comparison of Models of the Influence of Mothers' and Fathers' Educational and Occupational Status on Children's Educational Attainment

The first objective of this article is to clarify which model best captures the structure and trend of the influence of social origin on children's education. The second objective is to analyse how general conclusions on historical trends in educational reproduction change if we add mother's status background to the model. Six contrasting hypotheses are derived fromthe body of literature dealing with models on families' socioeconomic status. All hypotheses are translated into empirical models and their explained variance is compared. A pooled data set is used that contains data from the Netherlands, West Germany, and the USA. The Modified Dominance Model, that distinguishes the influence of the highest from thelowest status parent, has the best model fit. Regarding the second objective we see that adding the mother's influence to that of the father's does not change general conclusions on trends in educational reproduction. Over time the influence of both parents decreases continuously. However, the influence of the mother's education and occupational status on children's educational attainment is substantive.     

FAMILY BACKGROUND,EDUCATION AND EMPLOYMENT IN URBAN ETHIOPIA†

Most studies suggest that family background has a strong effect on earnings both directly and indirectly through the returns to own education. However, such effects might reflect the influence of family background on entry into work rather than a productive effect on earnings. The paper uses data from a survey of 16–29 year olds in urban Ethiopia to examine the impact of family background on selection into work and earnings. Family background strongly influences entry into the public sector; accounting for such selection removes its impact on earnings. This contrasts with the persistence of family background effects on private sector earnings.     

The Reliability of Family Background Effects on Status Attainment: Multiple Informant Models

This article sets out to investigate to what extent conventional retrospective measurement of family background leads to biases in the effects of family background in status attainment research. Multiple informant models show that the effect of father’s educational attainment on respondent’s educational attainment is 41% greater than conventional research suggests, and that the effect of father’s occupational status on respondent’s educational attainment becomes zero. The direct effect of respondent’s educational attainment on respondent’s occupational status is 21% greater after the unreliability in the respondent’s answers has been taken into account. We conclude that measurement error seriously biases conclusions about the status attainment process in the Netherlands.     

Is the Quarter of Birth Endogenous? New Evidence from Taiwan,the US,and Indonesia

Recent evidence based on US data suggests that the quarter or month of birth (QOB or MOB) may be endogenous, since family characteristics can explain up to 50% of the effects of QOB on the education outcomes and earnings of adult males. In this study, based on a sample of one million Taiwanese siblings, we examine university admission at age 18 as our outcome variable and find that at school entry, the oldest (September born) children are 31–38% more likely to be admitted into university at age 18 than the youngest (August born) children, indicating strong seasonality in university admission. The inclusion of controls for family background is found to explain only a small portion of these effects, particularly for males. Given that such results are at odds with the recent US evidence, we revisit the US Census data and find that when racial differences are properly controlled for in the estimation, even a rich set of family characteristics is capable of explaining only a minor proportion of the QOB effects. Furthermore, using data from the US and Indonesia, we find that seasonal temperature variation is unlikely to be an important contributor to the US‐Taiwan disparity. Our findings imply that the validity of using QOB or MOB as an instrumental variable may be dependent on the population being studied and the sample selected.     

Assessing the economic costs of high school noncompletion

Disparities in educational attainment exist across states. There are costs, both to the individual and society, associated with low levels of educational attainment. This research estimates the costs of high school noncompletion in terms of income loss for each state. The results suggest that: 1) there are substantial economic costs associated with high school noncompletion ($727 billion in lost income nationally); 2) costs vary widely across states; and 3) in general, states with relatively low levels of per capita expenditures on education incur the greatest losses in income from high school noncompletion.     

农科类全日制专业学位研究生教育初探

农科类全日制专业学位教育是培养高层次农业技术专门人才的一种新学制和新途径。教育部自2009年起,扩大招收以应届本科毕业生为主的全日制硕士专业学位范围,以提高专业学位研究生在研究生教育中的比例。本文从农科类全日制专业学位研究生产生的背景、面临的挑战以及应对办法等方面探索农科类全日制专业学位研究生培养模式。     

Over-education for the rich,under-education for the poor: A search-theoretic microfoundation

This paper studies the efficiency of educational choices in a two sector/two schooling level matching model of the labor market where a continuum of heterogenous workers allocates itself between sectors depending on their decision to invest in education. Individuals differ in working ability and schooling cost, the search market is segmented by education, and there is free entry of new firms in each sector. Self-selection in education causes composition effects in the distribution of skills across sectors. This in turn modifies the intensity of job creation, implying the private and social returns to schooling always differ. Provided that ability and schooling cost are not too positively correlated, agents with large schooling costs — the ‘poor’ — underinvest in education, while there is overinvestment among the low schooling cost individuals — the ‘rich’. We also show that education should be more taxed than subsidized when the Hosios condition holds.     

Return to education in Finland

This study presents estimates of the return to education in Finland using an individual-level data set that also includes ability measures and information on family background. It is found that ability test scores have a strong effect on the choice of education and on subsequent earnings. Estimating the return to education with no information on ability leads to an upward bias in the estimates. However, this bias is more than offset by a downward bias caused by endogeneity or measurement error. Instrumental variables estimates that utilize family background variables as instruments produce estimates of the return to schooling that are approximately 60% higher than the least squares estimates.     

Bayesian inference in a correlated random coefficients model: Modeling causal effect heterogeneity with an application to heterogeneous returns to schooling

We consider the problem of causal effect heterogeneity from a Bayesian point of view. This is accomplished by introducing a three-equation system, similar in spirit to the work of Heckman and Vytlacil (1998), describing the joint determination of a scalar outcome, an endogenous “treatment” variable, and an individual-specific causal return to that treatment. We describe a Bayesian posterior simulator for fitting this model which recovers far more than the average causal effect in the population, the object which has been the focus of most previous work. Parameter identification and generalized methods for flexibly modeling the outcome and return heterogeneity distributions are also discussed.Combining data sets from High School and Beyond (HSB) and the 1980 Census, we illustrate our methods in practice and investigate heterogeneity in returns to education. Our analysis decomposes the impact of key HSB covariates on log wages into three parts: a “direct” effect and two separate indirect effects through educational attainment and returns to education. Our results strongly suggest that the quantity of schooling attained is determined, at least in part, by the individual’s own return to education. Specifically, a one percentage point increase in the return to schooling parameter is associated with the receipt of (approximately) 0.14 more years of schooling. Furthermore, when we control for variation in returns to education across individuals, we find no difference in predicted schooling levels for men and women. However, women are predicted to attain approximately 1/4 of a year more schooling than men on average as a result of higher rates of return to investments in education.     

探讨正确引导独立学院学生消费的新方法

适度的消费能够促进国民经济的发展,反之,消费超前或滞后都会给我国经济的发展带来不利影响。大学生作为我国社会的一个庞大群体,其消费理念以及消费水平直接关系到国民经济能否持续、快速、健康的发展,而独立学院的学生作为大学生群体中的特殊成分,由于其家庭背景、校园环境、心理状态以及所受教育等方面的特殊性,使得他们具有自己独特的消费理念,譬如,攀比性消费行为突出、盲目追求品牌性消费行为,本文从独立学院大学生消费现状出发,探讨正确引导独立学院学生消费的新方法。