If You Are So Smart,Why Aren't You an Entrepreneur? Returns to Cognitive and Social Ability: Entrepreneurs Versus Employees

How valuable are cognitive and social abilities for entrepreneurs’ relative to employees’ earnings? We answer three questions: (1) To what extent does a composite measure of ability affect an entrepreneur's earnings relative to wages earned by employees? (2) Do different cognitive abilities (e.g., math ability, language, or verbal ability) and social ability affect earnings of entrepreneurs and employees differently?, and (3) Does the balance in these measured ability levels affect an individual's earnings? Our (difference‐of‐difference) estimates of the returns to ability for spells in entrepreneurship versus wage employment account for selectivity into entrepreneurial positions insofar as they are determined by fixed individual characteristics. Our robust results provide the following answers to the three questions: General ability has a stronger impact on entrepreneurial incomes than on wages. Moreover, entrepreneurs and employees benefit from different sets of specific abilities: verbal and clerical abilities have a stronger impact on wages, whereas mathematical, social, and technical ability are more valuable for entrepreneurs. The balance in the various kinds of ability also generates a higher income, but only for entrepreneurs: This finding supports Lazear's Jack‐of‐all‐Trades theory.     

Education and early career outcomes of second-generation immigrants in France

We estimate a flexible reduced form dynamic model of schooling choices and labor market outcomes in France. Our analysis focuses on the comparison between second-generation immigrants and their French-natives counterparts. We show that the gap in higher education attainments between those two sub-populations is mainly explained by parents' background, and that schooling investment is the main determinant of the gap in permanent employment. After conditioning on schooling and observed characteristics, we find that ethnic origin explains less than 6% of the gap in access to permanent employment. A test of equality of counterfactual probabilities of accessing permanent employment across ethnic groups (measured at identical individual characteristics) typically fails to be rejected.     

A Micro‐Decomposition Analysis of Aggregate Human Development Outcomes*

We show how differences in aggregate human development outcomes over time and space can be additively decomposed into a pure mean income (growth) component, a component attributed to differences in the distribution of income, and components attributed to ‘non‐income’ factors and differences in the model linking outcomes to income and non‐income characteristics. The income effect at the micro level is modelled non‐parametrically, so as to flexibly reflect potentially complex distributional changes. Our proposed method is illustrated using data for Morocco and Vietnam, and the results offer some surprising insights into the observed aggregate gains in schooling attainments.     

Three observations on wages and measured cognitive ability

This paper summarizes our recent research on the relationship between wages and measured cognitive ability. In it, we make three main points. First, we find that wage payment by ability does vary across race and gender in the US, and that the fraction of wage variance explained by cognitive ability is modest. Second, measured cognitive ability and schooling are so highly correlated that one cannot separate their effects without imposing strong, arbitrary parametric structure in estimation which, when tested, is rejected by the data. Third, controlling for cognitive ability, personality traits (socialization skills) are correlated with earnings, although they primarily operate through schooling attainment.     

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.     

Do Danes and Italians Rate Life Satisfaction in the Same Way? Using Vignettes to Correct for Individual‐Specific Scale Biases

Self‐reported life satisfaction is highly heterogeneous across similar countries, a phenomenon that may be explained by the different scales and benchmarks that people use to evaluate themselves. This study uses cross‐sectional data gathered from older populations in ten European countries to compare estimates from a model that assumes reporting styles are constant across respondents against estimates from a model in which anchoring vignettes help correct for individual‐specific scale biases. Variations in response scales explain much of the difference in the raw data. Moreover, the cross‐country ranking in life satisfaction depends significantly on scale biases.     

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.     

Estimating the economic return to educational levels using data on twins

This paper relaxes some restrictions of previous twin‐based estimates of the effects of education on earnings. First, it estimates the earnings premiums associated with different educational levels. Second, it estimates a piecewise linear relationship between the natural logarithm of annual earnings and years of schooling. Third, the measurement error corrections are based on a less restrictive, ‘non‐classical’, measurement error model. The estimation strategy implies that ability bias can be investigated separately in different parts of the educational distribution. The linear relationship between the logarithm of annual earnings and years of schooling is rejected. Furthermore, the results in the sample of identical (MZ) twins indicated both that the ability bias could be of different signs and of different magnitudes in different parts of the educational distribution. The twin‐based estimates in the sample of fraternal (DZ) twins did not display any marked differences as compared to the cross‐sectional estimates. Finally, the results indicated that the error‐corrected twin‐based estimates of the average return to years of schooling that rely on a classical measurement error model are upwards biased by approximately 30%. Copyright © 2004 John Wiley & Sons, Ltd.     

Analyzing moviegoing demand: an individual‐level cross‐sectional approach

Previous work analyzing the demand for movie theater visits have had to rely entirely on highly aggregate time series data. Inevitably, this masks the significance of individual‐specific effects that place constraints on such trip making. Further, while there have been cross‐sectional revenue model estimates at the film‐level, there have not been, hitherto, any cross‐sectional studies of moviegoing by individuals. This study thus presents the first detailed microeconometric analysis of the factors that increase or lower the probability that an individual will go to a movie theater. Copyright © 2005 John Wiley & Sons, Ltd.     

Does Education Matter for Economic Growth?

Empirical growth regressions typically include mean years of schooling as a proxy for human capital. However, empirical research often finds that the sign and significance of schooling depends on the sample of observations or the specification of the model. We use a non‐parametric local‐linear regression estimator and a non‐parametric variable relevance test to conduct a rigorous and systematic search for significance of mean years of schooling by examining five of the most comprehensive schooling databases. Contrary to a few recent articles that have identified significant nonlinearities between education and growth, our results suggest that mean years of schooling is not a statistically relevant variable in growth regressions. However, we do find evidence (within a cross‐sectional framework), that educational achievement, measured by mean test scores, may provide a more reliable measure of human capital than mean years of schooling.     

Can risk aversion explain schooling attainments? Evidence from Italy

Using unique Italian panel data, in which individual differences in behavior toward risk are measured from answers to a lottery question, we investigate if (and to what extent) risk aversion can explain differences in schooling attainments. We formulate the schooling decision process as a reduced-form dynamic discrete choice, which we estimate flexibly. We analyze how grade transition from one level to the next varies with preference heterogeneity (risk aversion), parental human capital, socioeconomic variables and persistent unobserved (to the econometrician) heterogeneity. We find that differences in attitudes toward risk account for a modest portion of the probability of entering higher education.     

Estimating the returns to education for Australian youth via rank-order instrumental variables

This paper employs the rank-order instrumental variable (IV) procedure of Vella and Verbeek [Vella, F., Verbeek, M., 1997. Using rank order as an instrumental variable: an application to the return to schooling, CES Discussion Paper 97.10, K.U. Leuven.] to estimate the returns to education for Australian youth. The attraction of this approach is that it can account for the endogeneity of schooling in the wage equation via the use of instrumental variables without the use of exclusion restrictions. We find, after accounting for the endogeneity of schooling, that an additional year of schooling is associated with an increase in wages of approximately 8%. Furthermore, we find that the rank-order IV approach is able to identify the presence of endogeneity in this particular empirical example. However, despite this, the adjusted estimate of how schooling affects wage is close to the ordinary least squares (OLS) estimate.     

The relationship between wage growth and wage levels

We estimate the covariance between the permanent component of wages and a random coefficient on experience in models both with potential experience and with actual experience. Actual experience is allowed to be arbitrarily correlated with both the permanent component of wages and the random component on experience. We find no evidence that workers of higher ability experience faster wage growth. Our point estimates suggest that a worker with a one standard deviation higher level of permanent ability would have a return to annual potential experience that is 0.61 of a percentage point lower. The analogous point estimate for actual experience is 0.87 of a point lower. Contrary to the popular perception, wage growth among low‐skill workers appears to be at least as high as that for a medium‐skilled worker. Copyright © 2009 John Wiley & Sons, Ltd.     

Educational mismatch,wages, and wage growth: Overeducation in Sweden, 1974–2000

We examine the impact of educational mismatch on wages and wage growth in Sweden. The empirical analyses, based on cross-sectional and panel data from the Level of living surveys 1974–2000, are guided by two main hypotheses: (a) that educational mismatch reflects human capital compensation rather than real mismatch, and (b) that educational mismatch is real but dissolves with time spent in the labour market, so that its impact on wages tends toward zero over a typical worker's career. Our findings do not support these hypotheses. First, significant differences in contemporaneous economic returns to education across match categories remain even after variations in ability are taken into account. Second, we find no evidence that the rate of wage growth is higher among overeducated workers than others. Our conclusion is that the overeducated are penalized early on by an inferior rate of return to schooling from which they do not recover.     

The external returns to education: UK evidence using repeated cross-sections

Augmenting a Mincerian earnings function with industry level data we estimate the external return to schooling for a repeated cross-section of individuals in the UK over the period 1994–2004. For men age 30–49 we find that a one year increase in the industry average level of schooling is associated with an increase in individual wages of 2.6 to 3.9%, around 2 to 3 fifths of the private return to schooling. We illustrate the sensitivity of external return estimates to industry ICT use and union density, and individuals' own level of schooling.     

Estimates of the return to schooling and ability: evidence from sibling data

We use sibling data on wages, schooling, and aptitude test scores from the 1979 National Longitudinal Survey of Youth (NLSY79) to obtain OLS, family fixed effects, and fixed effects instrumental variable estimates of the return to schooling for a large sample of non-twin siblings. Following recent studies that use identical twin samples, we use sibling-reported schooling as an instrument for self-reported schooling. Controlling for aptitude test scores has a substantial impact on estimated returns to schooling even within families, and there is a large return to test scores that is comparable in size within and between families. We also find that the return to schooling is higher for older brothers than for younger brothers and for women than men. Finally, because the NLSY79 contains multiple sibling reports of education for the same individual, we are able to test and reject the overidentifying restrictions for the validity of sibling-reported schooling as an instrumental variable.     

Why Does Growing up in an Intact Family during Childhood Lead to Higher Earnings during Adulthood in the United States?*

With a view to finding an explanation of the observed differences in adult annual earnings between workers raised in intact (INTACT) and non‐intact families in the US labor market, this study tests two hypotheses. First, workers growing up in intact families during childhood earn more during their adulthood because they acquire more years of schooling, which in turn affect their wages positively. Second, intact family background acts as an instrument for numerous factors that contribute to workers' happiness during adulthood. Since happier workers, with other characteristics held constant, are known to have higher earnings, workers raised in intact families during childhood by leading a relatively happier life during their adulthood earn more than their otherwise identical non‐intact counterparts. Both these hypotheses find strong support from the US data. The evidence of simultaneous relationships between wage and happiness and between happiness and schooling confirms that the true effect of INTACT on wage may be much larger than what is envisaged by a simple one‐step process. Regardless of whether this relationship is due to causation or correlation, the study simply demonstrates that the US evidence of higher earnings associated with workers raised in intact families may be attributed partly to their higher levels of schooling and happier lives. By demonstrating a significant positive relationship between the stability of parental family structure during childhood and earnings during adulthood, the current study highlights the importance of responsible parenthood as a means of improving the child's future economic performance.     

UK Multinationals' Effective Use of Financial Currency‐Hedge Techniques: Estimating and Explaining Foreign Exchange Exposure Using Bilateral Exchange Rates

Using a unique dataset of recently available accounting disclosures, this study examines the relationship between UK multinationals' stock returns and changes in the principal exchange rate to which each firm is most exposed. We find more firms with significant foreign exchange exposure estimates using this firm‐specific principal currency data, compared with those exposure estimates using the broad exchange rate index data prevalent in prior studies. The cross‐sectional variations in such principal‐currency exposure estimates are explained in relation to the financial currency‐hedge techniques that each firm specifically identifies as being used to manage its currency risk. In particular, we provide evidence that firms effectively use foreign currency derivatives and foreign‐denominated debt to reduce the currency risk associated with the bilateral exchange rate to which they are most exposed. This study is important to both the academic and the practitioner communities because it represents the first use of publicly available UK disclosures to improve the estimation and explanation of foreign exchange exposure.     

Catching up to girls: Understanding the gender imbalance in educational attainment within race

We estimate a sequential model of schooling to assess the major contributing factors to the large gender imbalance in educational attainment within racial groups. First, we find that differences between males and females in measures of early behavior account for the majority of the gender gap for each racial group. Second, we show that black males have the largest response to improvements in family background characteristics, such that equalizing the distribution of family background characteristics for black and white youths reduces the gender gap in college enrollment among black youth by 50%.     

Inter‐industry Wage Differences and Individual Heterogeneity*

Two well‐established findings are apparent in the analyses of individual wage determination: cross‐section wage equations can account for less than half of the variance in earnings and there are large and persistent inter‐industry wage differentials. We explore these two empirical regularities using longitudinal data from the British Household Panel Survey (BHPS). We show that around 90% of the variation in earnings can be explained by observed and unobserved individual characteristics. However, small – but statistically significant – industry wage premia do remain, and there is also a role for a rich set of job and workplace controls.