Skill transferability and the earnings of immigrants

Using data on immigrants from the Canadian Census, we compare immigrants who received a bachelor's degree from a Canadian university to immigrants who receive a bachelor's degree in their home country, in order to investigate the returns to skills acquired in Canada versus skills acquired abroad. Our measure of skill is based on postsecondary fields of study linked to the O*NET matrix of skills and competencies. We find that immigrants educated in Canada receive higher returns to their communication skills than those educated abroad. To a lesser degree, they also receive higher returns to their logical and technical skills. These gaps in skill returns explain the entirety of Canadian-educated immigrant's 10% earnings advantage. Our results are robust to controlling for the quality of universities in the immigrant's country of study and for occupation and industry choice. The gaps are stable across time and across quantiles of the immigrant earnings distribution.     

Occupational mobility and the returns to training

The literature on the returns to training has pointed out that, immediately following a training episode, wages of participants in employer-sponsored training increase substantially while wages of participants in government-sponsored training hardly change. We argue that there is a potential selection issue—most of the government-sponsored trainees are occupation switchers while most participants in employer-sponsored training are occupation stayers. An occupational switch involves a substantial destruction of human capital, and once we account for the associated decline in wages, we find a large positive impact of both employer- and government-sponsored training on workers’ human capital.     

Post‐secondary education in Canada: can ability bias explain the earnings gap between college and university graduates?

Abstract .  Using the Canadian General Social Survey we compute returns to post-secondary education relative to high school. Unlike previous research using Canadian data, our data set allows us to control for ability selection into higher education. We find strong evidence of positive ability selection into all levels of post-secondary education for men and weaker positive selection for women. Since the ability selection is stronger for higher levels of education, particularly for university, the difference in returns between university and college or trades education decreases slightly after accounting for ability bias. However, a puzzling large gap persists, with university-educated men still earning over 20% more than men with college or trades education.     

Full-Time and Part-Time Work and the Gender Wage Gap

Using hourly and weekly wages from the Canadian Labour Force Survey from 2000 until 2018, workers were separated into full-time and part-time and the following striking observation was documented. The overall gender wage gap is larger than either the full-time pay gap or the part-time pay gap, even after controlling for detailed personal and job characteristics. This result is a consequence of two findings: (i) part-time wages are lower than full-time wages, and (ii) the majority of part-time workers are women. In aggregation, this brings down the average female wage, leading to a larger aggregate gender wage gap. This was further linked to a differential selection by gender into full-time and part-time work, with women of higher earnings potential being overrepresented in the pool of part-time workers, resulting in no gender pay gap in the part-time worker category. Policies targeted at encouraging full-time employment for women should therefore reduce the gender wage gap.

     

Evaluating multi-treatment programs: theory and evidence from the U.S. Job Training Partnership Act experiment

This paper considers the evaluation of programs that offer multiple treatments to their participants. Our theoretical discussion outlines the tradeoffs associated with evaluating the program as a whole versus separately evaluating the various individual treatments. Our empirical analysis considers the value of disaggregating multi-treatment programs using data from the U.S. National Job Training Partnership Act Study. This study includes both experimental data, which serve as a benchmark, and non-experimental data. The JTPA experiment divides the program into three treatment “streams” centered on different services. Unlike previous work that analyzes the program as a whole, we analyze the streams separately. Despite our relatively small sample sizes, our findings illustrate the potential for valuable insights into program operation and impact to get lost when aggregating treatments. In addition, we show that many of the lessons drawn from analyzing JTPA as a single treatment carry over to the individual treatment streams.