Economic returns to schooling for China's Korean minority

This paper examines economic returns to schooling for China's Korean minority in the urban labour market using ordinary least squares (OLS) and two-stage least squares. The OLS estimates of the returns to schooling are similar to findings from recent studies for the Chinese urban labour market. We use parents’ education and spouse's education to instrument for education as well as exploit heteroskedasticity to aid in identification. The two-stage least squares estimates using parents’ and spouse's education are considerably higher than the OLS estimates for returns to schooling, while the estimates which exploit heteroskedasticity for identification lie between the OLS and conventional two-stage least squares estimates. The economic returns to schooling reported in this study assist in explaining why private demand for education is strong among the ethnic Koreans in China. It also provides a justification for the Korean minority's focus on educational attainment.     

Race, culture, and skill: Interracial wage differences among African Americans, Latinos, and whites

This article examines the interrelationships among race, culture, skill, and the distribution of wages. I utilize a three-equation system to explore this process: skill is a multidimensional productive attribute measured by years of education and work effort; educational attainment is a function of class background and individual effort; and individual wage rates are a function of skill and class background. By further assuming that effort is differentially distributed across individuals and social groups, I am able to estimate reduced form equations for educational and earnings attainment, where both equations are functions of the class backgrounds and race of individuals. The collective results of this article challenge the conventional wisdom among economists that African American and Latino job skills are of a lower quality than white job skills. To the extent that effort is an important element of worker skill, our results suggest that neither African American nor Latino labor is of lower quality than white labor. The results regarding differences between African Americans and whites in educational attainment, i.e., African Americans are able to translate a given level of resources into higher levels of educational attainment, reaffirm previous findings in the literature. The results on Latino versus white educational attainment are novel. Additionally, unlike previous research, this article connects racial differences in the skill acquisition process to the economics of discrimination.     

Migration,Ethnicity, and the Educational Gradient in the Jakarta Mega-Urban Region: A Spatial Analysis

The Jakarta mega-urban region (MUR) is one of the largest such regions in the world. In this article, we revisit Castles’s seminal 1967 article, based on the 1961 Population Census of Indonesia, on the educational and ethnic composition of Jakarta. Using data from the full-count 2010 Population Census, we examine spatial patterns in the educational gradients of the population across the Jakarta MUR and look to determine whether these patterns can be explained by internal migration and ethnic composition at the kecamatan (subdistrict) level. We find that population movement from the core to the outer areas has softened the historically extremely sharp gradation in educational attainment across the MUR. We show the dominance of the Sundanese and Bantenese ethnic groups in the rural hinterlands of the MUR, where the average educational attainment is relatively low, and note this question of rurality versus ethnicity when interpreting our results.     

Religion and Educational Attainment in East Asia: First Evidence from the East Asian Social Survey

Abstract

In this research note, I analyse the effects of religion on educational attainment in four East Asian countries (China, Japan, Korea and Taiwan) using the East Asian Social Survey. Controlling for a host of background variables, ordinary least squares (OLS) estimates of educational attainment show that Catholics and Orthodox Christians have on average more education than those with no religious affiliation, while the followers of other Eastern religions (including, among others, Taoism and syncretistic beliefs) have on average less education. The effects for Protestantism and Buddhism differ across the four different countries, probably because they both include various denominations and schools.     

Early Smoking,Education, and Labor Market Performance

This study investigates the effects of early smoking on educational attainment and labor market performance by using mixed ordered and mixed proportional hazard models. The results show that early smoking adversely affects educational attainment and initial labor market performance, but only for males. The probability to finish a scientific degree is 4%-point lower for an early smoker. The effect of early smoking on initial labor market performance is indirect through educational attainment. Once the indirect effect is controlled for there is no direct effect. Moreover, for males only, early smoking has a negative effect on current labor market performance even after conditioning on educational attainment. The probability to have an academic job is 4%-point lower for an early smoker. For females neither education nor labor market performance is affected by early smoking.     

Racial Differences in Civic Participation and Charitable Giving: The Confounding Effects of Educational Attainment and Unmeasured Ability

In this paper we use human capital theory to follow the links from educational attainment to civic engagement, and to other pro-social behaviors such as charitable giving and volunteering, and in so doing we offer a cautionary explanation for observed racial differences in civic participation, giving, and volunteering. Our argument is that when, in a racialized society such as the U.S., the costs and benefits of education differ by race, and when innate ability is an unmeasured source of heterogeneity across individuals, controlling for educational attainment and not for ability will create spurious race effects in empirical studies of behaviors that depend on both education and ability. Because (1) blacks at any level of educational attainment are predicted to be of higher average ability than equally educated whites and (2) higher ability is associated with higher levels of civic participation, a regression of civic participation on educational attainment and race will produce a positive coefficient on the dummy variable that takes on a value of one if the subject is African American. Using data from the Social Capital Community Benchmark Survey, we find strong support for the interpretation of race effects as spurious artifacts of having included data on educational attainment without measures of innate ability.     

Family Income and Educational Attainment: A Review of Approaches and Evidence for Britain

It is widely recognized that, on average, children from poorerbackgrounds have worse educational outcomes than their better-offpeers. There is less evidence on how this relationship has changedover time and, indeed, what exactly leads to these inequalities.In this paper we demonstrate that the correlation between familybackground (as measured by family income) and educational attainmenthas been rising between children born in the late 1950s andthose born two decades later. We then consider the extent towhich these associations are due to the causal effects of incomerather than the result of other dimensions of family background.We review the approaches taken to answering this question, drawingmainly on the US literature, and then present our own evidencefrom the UK, discussing the plausible range for the true impactof income on education. Our results indicate that income hasa causal relationship with educational attainment.     

New “useless education theory”: Highly educated parents' expectations for their children's education—Evidence from the one-child policy

Using data from the China Family Panel Studies (CFPS) 2010 and a strictly implemented one-child policy as a quasi-experiment, this paper analyses the changes in parents' educational expectations of their children and the underlying mechanisms in a fuzzy regression discontinuity framework. It was found that one-child policy compliers have lower educational expectations for their children after acquiring an advanced education than those who did not. The finding remains valid after robustness analysis and placebo tests. Combined with an examination of the intergenerational effects of birth, this finding may be related to parents' assessment of and responses to educational returns and equality of educational opportunities. It was also found that parents with lower educational attainment in the high-income group have higher educational expectations than those with higher educational attainment, while for those with lower income, there is no significant difference between higher educational attainment and otherwise, which indirectly verifies the causal inference of this paper. The finding of this study explains the new “useless education theory” and provides a new perspective for understanding the intergenerational transmission of education.     

Pain of disasters: The educational cost of exogenous shocks evidence from Tangshan Earthquake in 1976

Based on a random sample from 1 percent population survey data of 2005, this paper studies the impacts of Tangshan Earthquake on the educational attainment and subsequent labor market outcomes of affected cohorts using the methodology of difference-in-differences model and the local average treatment effect interpretation of instrumental variables technique. We find that the schooling years of the cohorts potentially affected by Tangshan Earthquake is 14%–21% of a year of schooling lower than the non-earthquake cohorts, which can be considered as the shortterm educational cost of Tangshan Earthquake. The rate of returns to years of schooling for the earthquake cohorts is 20.93%–27.85%. The earthquake leads 3.51%–4.77% loss of average income through the reduction of schooling years. A loss of 0.30%–0.41% of GDP in 2005 can be attributed to the lower educational attainment of the earthquake cohorts, which can be considered as the long-term educational cost of Tangshan Earthquake.     

Unexpected opportunity for girls: Earthquake,disaster relief and female education in China's poor counties

The Wenchuan earthquake in 2008 devastated poverty-stricken areas in Sichuan Province, China. This paper examines the long-term effect of a disastrous earthquake on children's educational attainment using China's 2015 Population Census. Our cohort difference-in-differences results show that exposure to an earthquake has an unexpected significant positive impact on girls’ educational attainment in poor counties, but not on boys. We suggest that this surprising educational gain may be attributable to the reconstruction of schools and the reduction in school fees after disaster. In the long run, girls in poor affected counties are more likely to delay marriage, postpone childbearing and become self-employed compared with girls in poor unaffected counties. These findings potentially exhibit the unintended benefits in education from post-disaster interventions in poor areas.     

Wage Returns to Schooling in Nigeria

Abstract: In the last two decades, primary and secondary school enrollment rates have declined in Nigeria while enrollment rates in post‐secondary school have increased. This paper estimates from the General Household Survey for Nigeria the private returns to schooling associated with levels of educational attainment for wage and self‐employed workers. The estimates for both men and women are small at primary and secondary levels, 2–4 percent, but are substantial at post‐secondary education level, 10–15 percent. These schooling return estimates may account for the recent trends in enrollments. Thus, increasing public investment to encourage increased attendance in basic education is not justifiable on grounds of private efficiency, unless investments to increase school quality have higher private returns. With high private returns to post‐secondary schooling, students at this level should pay tuition, to recoup more of the public costs of schooling, which may be redistributed to poor families through scholarships.     

INTRODUCTION TO A STUDY OF INTRAHOUSEHOLD RESOURCE ALLOCATION AND GENDER DISCRIMINATION IN RURAL ANDHRA PRADESH,INDIA

In this special issue, we use unique household data which was collected exclusively for our study in Andhra Pradesh, India, with the help of an NGO. We estimate and test the intrahousehold resource allocation rules, incidence of child labor, and the effects of credit constraints on time allocation among household members. Three empirical papers of this issue indicate the overall support for the collective model against the unitary model of households, clarified the role of household structure, and show the nature of mother‐child labor substitution under a binding credit constraint. In addition, a survey paper discussing the recent trends on educational attainment and the empirical strategies in identifyng the policy effects are included.     

Does the early bird catch the worm? Evidence and interpretation on the long-term impact of school entry age in China

The long-term impact of children's age at primary school entry on educational attainment and labor market outcomes is one of the primary concerns to families, educators, and policymakers. Using a nationally representative survey of families and individuals, this paper is among the first to explore these effects in a causal sense in the Chinese context and understand the underlying mechanisms. We use a regression discontinuity (RD) design that employs the threshold date for primary school entry set by the 1986 Compulsory Education Law of China as a source of exogenous variation in the timing of school entry. We first document a salient and robust compliance rate of school entry requirement. RD estimates indicate that being born right after the cutoff date significantly increases years of schooling and annual earnings for non-agricultural jobs for the full sample. We also observe remarkable heterogeneous effects on labor market performance by gender. Being born right after the cutoff increases the probability of being in the labor force for men, but decreases that for women. We find that the decline in female labor force participation is mainly driven by women who come from economically and socially disadvantaged families. Further evidence suggests that this decline can be explained by supply-side factors including fertility decision and childcare provisions.     

University education,homeownership and housing wealth

We utilise the implementation of the 1999 higher education expansion in China as a natural experiment to examine the relationship between university educational attainment, homeownership and housing wealth. Using data from the 2018 China Family Panel Studies, results from our preferred models, which correct for endogeneity, suggest that having a university qualification generates a 3.5–6.3 percentage points increase in the probability of homeownership and a 24.3–51.1 percentage points increase in total housing wealth. We also find that holding a university qualification increases the number of houses one owns and housing wealth for those whose housing wealth is above the median. We find that self-reported social status and entitlement to superannuation are channels through which higher education affects homeownership and housing wealth and that financial literacy is a channel through which higher education affects housing wealth. We find considerable heterogeneity in the impact of higher education on housing outcomes across gender, family income levels, parent education and between urban and rural areas.     

Resisting the melting pot: The long term impact of maintaining identity for Franco-Americans in New England

Approximately 1 million French-Canadians moved to the United States, mainly between 1865 and 1930, and most settled in neighboring New England. In 1900 almost a fifth of all persons born in French Canada lived in the U.S. These migrants exerted considerable efforts to maintain their language and to replicate their home country institutions, most notably the schooling system, in their new country. For decades, this resistance to assimilation generated considerable attention and concern in the U.S. The concerns are strikingly similar to those often invoked today in discussions of immigration from Hispanic countries, notably Mexico. Mexicans may not be assimilating into mainstream America as European immigrants did. We look at the convergence in the educational attainment of French Canadian immigrants across generations relative to native English-speaking New Englanders and to European Roman Catholic immigrants. The educational attainment of Franco-Americans lagged that of their fellow citizens over a long period of time. By the time of the 2000 Census, they appear to have largely achieved parity. The effects of World War II, especially military service, were very important in speeding up the assimilation process through a variety of related channels: educational attainment, language assimilation, marrying outside the ethnic group, and moving out of New England. Economic assimilation was very gradual because of the persistence of ethnic enclaves.     

School quality and educational attainment: Japanese American internment as a natural experiment

In 1942, the United States incarcerated all Japanese Americans on the West Coast, including children, in internment camps. Using non-West Coast Japanese Americans and non-Japanese Asians as control groups, I estimate the effect of attending a War Relocation Authority school on educational attainment. Non-linear difference-in-differences estimates suggest that attending school within the internment camps decreased the probability of receiving a post-collegiate education by approximately 4 to 5 percentage points and decreased the probability of receiving a college degree by between 2 and 7 percentage points. I find some evidence that attending a WRA school may have decreased the returns to education as well. By using un-incarcerated birth cohorts and races, placebo tests find no evidence that the identifying assumptions are violated.     

The sources of long-term economic growth in Indonesia, 1880-2008

This paper presents new time series estimates of GDP, capital stock and education-adjusted employment, and uses a growth accounting approach to analyze GDP growth during 1880-2008. The growth of capital stock, employment and educational attainment explained almost all of GDP growth. During key growth periods 1900-29 and 1975-97, Total Factor Productivity (TFP) growth was on balance negative. TFP growth was substantial during some sub-periods, particularly 1933-41, 1951-61, 1967-74 and 2000-08. Each followed a major economic downturn that slowed capital stock growth and required a more efficient use of productive resources, supported by changes in economic policy that enhanced productivity and efficiency.     

Returns to scale in producing human capital from schooling

This study examines a crucial assumption in much of the recentwork on endogenous growth, namely, constant returns to scalein producing human capital. A simple model is constructed toshow that the returns to scale in human capital production canbe inferred from the relationship between the wage rate andyears of schooling. A large international micro dataset is usedto estimate this relationship. The empirical evidence indicatesthat human capital production displays significant increasingreturns at low levels of educational attainment, and significantdecreasing returns at high levels of educational attainment.     

Robust Estimates of Changes in Poverty and Inequality in Post‐Independence Namibia

We estimate changes in the distribution of household consumption expenditure in Namibia since independence in 1990 and the effects on poverty. To produce comparability between two household surveys, we use survey‐matching techniques, and we apply the framework of stochastic dominance to test the robustness of our results. The results reveal a significant decrease in the poverty headcount over the period and small but insignificant decreases in the country's extremely high levels of inequality. Decomposition analysis shows that poverty reduction in Namibia is largely driven by growth in mean incomes rather than redistribution. Even so, there have been important changes in inequality among different social groups especially as educational attainment has replaced ethnicity as the main determinant of between‐group inequality.     

Returns to education in China: Evidence from the great higher education expansion

China experienced a near 5-fold increase in annual Higher Education (HE) enrolment in the decade starting in 1999. Using the China Household Finance Survey, we show that the Great HE Expansion has exacerbated a large pre-existing urban-rural gap in educational attainment underpinned by the hukou (household registration) system. We instrument the years of schooling with the interaction between urban hukou status during childhood and the timing of the expansion – in essence a difference-in-differences estimator using rural students to control for common time trends. We find that the Great HE raised earnings by 17% for men and 12% for women respectively, allowing for county fixed-effects. These Two Stage Least Squares (2SLS) estimates, which are robust to additional controls for hukou status at birth fully interacted with birth hukou province, can be interpreted as the Local Average Treatment Effect (LATE) of education on earnings for urban students who enrolled in HE only because of the Great HE Expansion. For the selected subsample of respondents with parental education information, we find that the 2SLS returns for students from more disadvantaged backgrounds are at least as high as their more advantaged counterparts, for both genders.