Can neighbourhoods change the decisions of youth on the margins of university participation?

Abstract This paper uses the Youth in Transition Survey (YITS) to estimate the relationship between neighbourhoods and university participation among Canadian youth. Neighbourhood quality is proxied by the fraction of neighbourhood adults with a Bachelor's degree. The estimated effect is identified using neighbourhood variation within high schools. The paper also tests whether the effects differ by family background and children’s reading skills. Neighbourhoods do not affect university participation among youth drawn from the tails of the socio‐economic distribution. Neighbourhoods have the largest effect on youth drawn from the middle of the socio‐economic distribution who also have above median reading skills.     

DO PRIVATE TUTORS ENHANCE ENGLISH LANGUAGE ABILITY? REGRESSION DISCONTINUITY EVIDENCE FROM A POLICY EXPERIMENT IN INDIA

Empirical evidence has shown that returns to English language ability are substantial in India. Research has also focused on the impact of private tutoring in the context of developing economies to find evidence that remedial teaching leads to better student achievement and higher test scores. In this paper I analyze whether private tutoring helps in developing English language ability. Simple OLS estimates suggest statistically significant effects but estimated coefficients are rather small at 0.2 percentage points. Presence of confounders and selection bias may potentially understate the true effects of private tutoring on English language ability. To address this issue, I exploit a unique policy experiment in India in a regression discontinuity framework to identify cohorts eligible for private tutoring and compare their outcomes to the ineligible. I use this potentially exogenous policy variation as an instrument for private tutoring and find significant increases in English language ability estimated at 16 percentage points which is much larger than the simple OLS effects. Since standard academic curriculum is not directed towards improving foreign language ability, private tutoring as an input in the education production function seems to offer high marginal returns. From a policy perspective, this implies that private tutoring should be encouraged for enhancing English ability even though there are concerns that this provides disincentives for teachers to teach in school.     

Estimating the speed of adjustment of European banking efficiency under a quadratic loss function

This paper investigates the speed of adjustment of cost efficiency to equilibrium level in the European banking industry. Our analysis provides for the first time insights into the process of convergence across European banking markets as measured by the speed of adjustment of cost efficiency. In particular, we employ a quadratic loss function specification based on forward-looking rational expectations to model the underlying dynamics of efficiency scores in the banking industry of the EU-15 region over the period 1998–2005. Results show that there is considerable variation in the speed of adjustment across banking systems, while over time it appears that continuing efforts to advance financial integration have led to some improvement in the speed of adjustment to the long-run equilibrium.     

Is Extending Compulsory Schooling Alone Enough to Raise Earnings? Evidence from French and British Compulsory Schooling Laws*

In this paper, I compare two reforms that raised the minimum school‐leaving age to 16 in France (1967) and in England and Wales (1972). Using a regression discontinuity design, I find that while the reform in England and Wales led to a 6?7 percent increase in hourly wages per additional year of compulsory schooling, the impact of the change to French law was close to zero. The results suggest that the major difference between the two reforms was that the fraction of individuals holding no qualifications dropped sharply after the introduction of the new minimum school‐leaving age in England and Wales, whereas it remained unchanged in France.     

Intergenerational mobility and macroeconomic history dependence

A large literature on ‘endogenous inequality’ has argued that persistent differences in macroeconomic performance across countries can be explained by historical inequality, owing to indivisibilities in occupational choice and borrowing constraints. These models are characterized by homogenous agents, a continuum of steady states (SSs) and lack of mobility in every SS. We show that introducing (even a little) heterogeneity in order to generate SS mobility shrinks the SS set dramatically. Mobile SSs are generically locally unique and finite in number. Sufficient conditions for global uniqueness and convergence of competitive equilibrium dynamics are provided.     

Does having a cadre parent pay? Evidence from the first job offers of Chinese college graduates

We estimate the wage premium associated with having a cadre parent in China using a recent survey of college graduates carried out by the authors. The wage premium of having a cadre parent is 15%, and this premium cannot be explained by other observables such as college entrance exam scores, quality of colleges and majors, a full set of college human capital attributes, and job characteristics. These results suggest that the remaining premium could be the true wage premium of having a cadre parent.     

Schooling as a Lottery: Racial Differences in School Advancement in Urban South Africa

This paper analyzes the large racial differences in progress through secondary school in South Africa. Using recently collected longitudinal data we find that grade advancement is strongly associated with scores on a baseline literacy and numeracy test. In grades 8-11 the effect of these scores on grade progression is much stronger for white and coloured students than for African students, while there is no racial difference in the impact of the scores on passing the nationally standardized grade 12 matriculation exam. We develop a stochastic model of grade repetition that generates predictions consistent with these results. The model predicts that a larger stochastic component in the link between learning and measured performance will generate higher enrollment, higher failure rates, and a weaker link between ability and grade progression. The results suggest that grade progression in African schools is poorly linked to actual ability and learning. The results point to the importance of considering the stochastic component of grade repetition in analyzing school systems with high failure rates.     

Job search and academic achievement

The paper develops a structural model for the labor market behavior of students entering the labor market. We explicitly model the trade-off between devoting effort to studying and to job search. Furthermore, we allow for on-the-job search. The model is estimated using a unique data set of individuals who completed undergraduate education in the Netherlands between 1995 and 2001. Our estimation results show that labor market returns of high grades are low. Wage increases between jobs are explained by labor market friction rather than returns of early work experience. Our results indicate that a 1 percentage point decrease in the unemployment rate increases wage offers on average by 3 percent, but that the amount of job search effort is not very sensitive to business cycle fluctuations. Policy simulations show that study effort and hence academic achievement are much more sensitive to financial incentives than job search effort and labor market outcomes.     

Does Raising the Principal's Wage Improve the School's Outcomes? Quasi‐experimental Evidence from an Unusual Policy Experiment in Israel

This paper reports estimates of the causal effects of a 50 percent increase in the salary of headmasters of high schools in Israel. The results suggest that the program led to significant improvements in twelfth‐grade students' academic achievements. However, the effect was relatively modest, comprising increases of about 5–10 percent in the school mean matriculation rate, average score and number of subjects and credit units taken in matriculation programs. Based on these results and the lack of evidence regarding the effect of increasing teachers' salary, it seems that priority should be given to paying higher wages to school principals.     

The psychological effects of academic labeling: The case of class tracks

This paper studies the psychological effects of academic labeling. Exploiting the class tracking policy in a Chinese university, we identify the psychological impacts of the academic labels associated with class tracks on the students via a regression discontinuity design in the track assignment rule. We establish causal evidence of positive effects of a better academic label on the academic self-concept and self-expectation of students as well as their academic interest. Our setup ensures that the identified effects of the labels are through the mechanism of student responses, not teachers and schools, suggesting that previous literature focusing on the mechanism of teachers and schools may have neglected an important channel through which academic labels may impact students.     

The treatment effect, the cross difference, and the interaction term in nonlinear “difference-in-differences” models

In any nonlinear “difference-in-differences” model with strictly monotonic transformation function, the treatment effect is the cross difference of the observed outcome minus the cross difference of the potential non-treatment outcome, which equals the incremental effect of the interaction term coefficient.