Economics Faculty Research at Teaching Institutions: Are Historically Black Colleges Different?

This paper examines the difference in research output of economics departments at historically black colleges and universities (HBCUs) and non-HBCUs that are teaching institutions. We also examine the causal relationship between economics faculty research and the number of an institution's baccalaureate graduates who earn doctorates in economics. Our findings suggest that economics departments at HBCUs produce less research output relative to non-HBCUs. However, research output is equally effective in producing economics doctorates at both types of institutions. These findings suggest that a plausible way to increase the stock of black Ph.D. economists is to increase economics research at HBCUs.     

The Relative Returns to Graduating from a Historically Black College/University: Propensity Score Matching Estimates from the National Survey of Black Americans

This paper considers the returns to earning a baccalaureate degree from a Historically Black College/University (HBCU) relative to a non-HBCU for black Americans. With data from the National Survey of Black Americans, we use propensity score matching estimators to estimate the treatment effect of graduating from an HBCU on direct labor market outcomes, and on psychological outcomes that indirectly increase wages. We find that the treatment effect of graduating from an HBCU relative to a non-HBCU is positive with respect to labor market and psychological outcomes across three decades. As our direct labor market outcome measure reflects permanent earnings, our results suggest that as HBCUs afford graduates relatively superior long-run returns they continue to have a compelling educational justification, as the labor market outcomes of their graduates are superior to what they would have been had they graduated from a non-HBCU.     

Impact of Foreign Maids on Female Labor Force Participation in Malaysia

Demand for foreign maids by households in Malaysia has increased rapidly and expected to affect female labor force participation. Simple comparisons of households with maids and those without suggest that maids raise the participation rate of their female employers by 26 percentage points. However, such comparisons are not directly comparable. Households employing maids differ in many ways from those that do not. When propensity score matching methods are used to estimate the treatment effect of having a foreign maid, the female labor force participation rate is estimated to be only 18 percentage points higher in 1993/1994 and 13 percentage points higher in 2004/2005. This decline over time in the treatment effect is not apparent when simpler but potentially biased methods are used. The small and declining impact of hiring maids suggests financial losses to the host households.     

Black women and labor force participation: An analysis of sluggish growth rates

The labor force participation rate of black women has not increased as fast as that of white women in spite of the fact that black females have the characteristics economists have found most encourage participation. Also black women at all socioeconomic levels have more positive attitudes towards labor market activity. The explanation for the failure for their work rates to grow as fast as those of white women appears to be inadequate employment opportunities for black women from lower socioeconomic groups. Education in or of itself, however, is not the solution to the problem because education yields lower returns to black women with limited schooling than is true for comparable whites. Any strategy devised to solve these employment inequities must address the low relative demand for these workers.     

The effect of universal pre-kindergarten policy on female labor force participation—A synthetic control approach

This paper examines the effect of universal pre-kindergarten (pre-k) on the labor force participation of mothers with pre-k-aged children in Oklahoma and Georgia. I apply the synthetic control method (SCM) to Current Population Survey (CPS) data to identify the causal relationship between universal pre-k and female labor market outcomes. I find that the universal pre-k policy has a positive impact on the intensive margin of the labor supply of mothers with pre-k-aged children in Georgia, which provides full-day child care services for all pre-k programs. However, Oklahoma's universal pre-k policy has little effect on the labor outcomes of mothers with 4-year-old children. The empirical results also suggest that universal pre-k has heterogeneous impacts on subsamples stratified by education level, marital status, poverty status, and the age structure of children in the household.     

Where Are They Now? Tracking the Ph.D. Class of 1997

We report early career outcomes of economics Ph.D.s by tracking the U.S. class of 1996-1997. We examine employment outcomes, work activities, salaries, and graduates' attitudes toward their jobs. By 2003, all of the respondents were employed, although almost half changed employers during the six years. Salaries of the cohort increased at an average annual rate of 8.2% from 1997 through 2003. Academic-year salaries rose about 5.7% per year, whereas private sector salaries skyrocketed at 15% per year. Finally, the median salaries of first-year full-time permanent 9- to 10-month academic economists hired in 2002-2003 actually exceed the median 2003 salaries of their counterparts initially hired in 1997-1998. Some of this apparent salary inversion reflects a different mix of employers and departments between the two cohorts, with the younger group securing relatively more jobs at higher-paying institutions.     

NEA Presidential Address: Black Economists of the World You Cite!!

Economists who publish research in the economics and political economy of race seem averse to citing similar research by black economists. As citations are an important determinant of success as a research economist, black economists can possibly offset the aversion of non-black economists in citing black economists, by citing black economists themselves. This NEA Presidential address considers the relevance of black economist citations, and evaluates the extent to which black economists cite other black economists.

Academic Pay in the United Kingdom and the United States: The Differential Returns to Productivity and the Lifetime Earnings Gap

This paper estimates earnings functions for two samples of U.K. and U.S. academic economists. Despite significant differences in compensation schemes, a comparably specified human capital earnings model does a good job explaining earnings variations for academic economists in both countries. Our estimates suggest that rewards for research are more immediate and direct in the United States. Because of the national salary scale, the payoffs to experience and seniority are greater and the payoffs to research are lower in the United Kingdom than in the United States. After adjusting for productivity and demographic factors, we find that U.S. economists are paid approximately 40% more than otherwise equivalent economists in the United Kingdom. Simulating career age-earnings profiles for both markets, we find that the earnings gap widens with experience for relatively productive research economists and may even narrow with age for relatively less productive research economists. Nevertheless, the cumulative lifetime earnings foregone are substantial for research and nonresearch economists in the United Kingdom.     

Do Private Tutoring Expenditures Raise Academic Performance? Evidence from Middle School Students in South Korea

To shed light on the effectiveness of educational inputs for student outcomes, this paper examines the effect of private tutoring expenditures on the academic performance of middle school students in South Korea. To address endogeneity, the paper uses instrumental variables, first‐difference, propensity‐score matching and nonparametric bounding methods. We apply these methods to a panel dataset from South Korea, the Korea Education Longitudinal Study. The results show that the true effect of private tutoring remains, at most, modest. Instrumental variables (first‐difference) estimates suggest that a 10‐percent increase in expenditure raises a test score by 0.03 standard deviations or 1.1 percent (0.002 standard deviations or 0.08 percent). Matching estimates imply that the same amount of increase in expenditure leads to a 0.33 to 0.72 percent higher average test score. The tightest bounds of the effect of tutoring reveal that a 10‐percent increase in expenditure improves the test score by a low of 0 to a high of 2.01 percent, while statistical tests fail to rule out zero effects. The modest effects of private tutoring found in the present study are comparable to the effects of public school expenditures on test scores and earnings estimated in previous studies.     

Substantive Black Political Representation: Evidence from Matching Estimates in the United States House of Representatives

I seek to determine whether race is a factor in how black representatives vote in the United States House of Representatives; if so, this suggests electing more black representatives may improve the economic and political position of blacks if policy positions taken by black representatives on bills that fail to pass would provide tangible positive impacts to members of the black community if passed. Confounding the impact of legislator race, districts represented by blacks on average are quite different than those represented by whites. While past research on this topic uses linear regression techniques with undesirable properties, I improve on past research using matching techniques with more desirable properties. Utilizing a combination of Mahalanobis and propensity score matching, within-caliper matching, and exact matching using data from the 100th–113th Congress, I show black representatives are more likely to vote in agreement with the majority of the Congressional Black Caucus on all votes and on Leadership Conference on Civil and Human Rights, Americans for Democratic Action, and Congressional Quarterly key votes, indicating a substantive racial impact on roll-call voting.     

The Scholarly Status of Blacks in the Economics Profession: Have the National Economic Association and the Review of Black Political Economy Mattered?

This paper considers whether the National Economic Association and its journal the Review of Black Political Economy have enhanced the scholarly status of black economists. A bibliometric analysis reveals that while the typical black economist has never published in the Review of Black Political Economy, the share of black economists publishing in the Review of Black Economy approximates the share of all articles published on the economic and political economy of race by black economists, and the share of articles published in the Review of Black Political Economy by black economists appears higher than typical journals in economics—particularly for black economists employed at Historically Black Colleges and Universities. We also find that similar to other economics journals non-black economists dominate the share of published articles, and publications in the Review of Black Political Economy appear to be consistent with Lotka’s Law of scientific productivity suggesting that the journal is a standard outlet for research no different from any other science journal. Our results imply a plausible counterfactual that if the National Economic Association and Review of Black Political Economy did not exist, the scholarly status of blacks in the economics profession would have been lower than currently observed.     

Field publishing performance of U.S. economics departments

Conclusion The purpose of this study is to reduce information costs in the market for graduate education in economics and the market for Ph.D. economists by providing information on research concentration in each of 19 fields for 1980–1986. Some variation in publishing performance across fields is found in highly regarded universities. Unexpected faculty strength is discovered in some middle level departments for particular fields. Among middle- and lower-ranked departments, substantial publishing diversity across fields is evident.     

Robert Browne and the Caucus of Black Economics

Robert S. Browne the founder of the Black Economic Research Center (BERC) and the Review of Black Political Economy was a charter founder of the Caucus of Black Economists. He played an important role in the leadership of the Caucus and its efforts to increase the supply of black economists, to expand research efforts on issues of relevance to black constituencies in urban and rural America. His entrepreneurial efforts have left an indelible record of achievements which continue to influence research by black economists and practical results for economic development institutions in black communities.     

Farmer education and farm efficiency in Nepal: The role of schooling,extension services,and cognitive skills

This study uses data from Nepal to ascertain the relation between education and farmer efficiency. It finds a positive effect of education on efficiency for three major crops, but only with the recently introduced wheat crop is the effect statistically significant at standard levels. The data provide no evidence that education's effects should be attributed, even in part, to family background correlates or to a measure of ability. Among the cognitive outcomes of education, numeracy is found to affect productivity in wheat production (as well as the propensity to be growing wheat at all). Measures of farmer modernity and agricultural knowledge are not found to be correlated with farm efficiency. Calculations from the results suggest that a one-standard- deviation improvement in the numeracy test score has a present value that is high relative to the probable cost of effecting such an improvement.     

Does participating in the standards-setting process promote innovation? Evidence from China

This paper provides novel empirical evidence on the positive effect of standards-setting involvements on corporate innovation in China, reflecting in improving the patent quantity and patent quality. This kind of positive effect increases as the firm's top management team quality increases. We also show that the positive effect of standards-setting involvements is more evident for state-owned enterprises than non-state-owned enterprises due to the unique features of state-owned enterprises. Our results are robust to a battery of tests, including the use of alternative model specifications, firm fixed effects, the instrumental variable approach, potential omitted variables, and propensity score matching procedure. Further analysis reveals that standards-setting involvements foster innovation mainly through improving firms' R&D efficiency, reducing financial constraints, and inducing collaborative innovation. Overall, our findings suggest that standards-setting involvements matter for corporate innovation in China.     

Does Teacher Subject Knowledge Contribute to Student Academic Performance in Developing and Least Developed Countries?

Little is known about the causal impact of teacher knowledge on student performance. In this research paper we intend to approach the potential causal effect (i.e. going beyond correlation) of sixth grade teachers’ knowledge on their students’ academic achievement for three Sub-Saharan African countries. To achieve this, we have used the heterogeneity of teachers’ subject knowledge and students’ correspondent academic achievement within-student between-subjects using student fixed effects. Concretely, our work is based on previous research by Bietenbeck, Piopiunik and Wiederhold. Compared to them, we do not use countries that lack representative information after keeping only those students taught by the same teacher for the subjects under analysis. This enables us to obtain more reliable results on this issue. Our results indicate that teacher subject knowledge in reading and mathematics does not have a significant influence on student academic achievement in these subjects for the countries under scrutiny. Many robustness checks have corroborated this conclusion, which contrasts with the positive effect found by Bietenbeck, Piopiunik and Wiederhold.     

Financial literacy,housing value and household financial market participation: Evidence from urban China

Using data from the 2012 consumer finance survey in China, we extend the literature on household finance by examining the effects of both financial literacy and housing value on household financial market participation, the role of which has been examined separately in the existing literature. The results show that financial literacy significantly improves the probability of household financial market participation, while the housing value has an obvious “crowding-out effect” on household financial market participation in urban China. Further research finds that the role of financial literacy in household financial market participation in households with a low housing value is stronger than that in households with a high housing value. Furthermore, the study of the regional differences shows that among households with a high housing value, financial literacy plays a more significant role in household bond market participation in less-developed cities. Among households with a low housing value, improvement in financial literacy plays a more significant role in household fund market participation in less-developed cities and under-developed cities. Our findings remain robust after alleviating potential bias due to endogenous problems by applying the instrumental variable (IV) method and propensity score matching (PSM) method. Finally, the paper proposes corresponding policy recommendations.     

Unraveling the Academic Productivity of Economists: The Opportunity Costs of Teaching and Service

This study investigates the relationships among research productivity, teaching, and service on the basis of individual-specific information involving approximately 715 academic economists. Responding to an online survey, these economists provided information regarding their teaching and service commitments as well as personal and institutional information. The publication record of each respondent was then obtained from EconLit. Together, these data constitute a rich field for the systematic study of research productivity. Results of a Tobit analysis reveal much about the nature of research productivity, underscoring, for instance, the importance of gender, coauthorship, presentations at conferences, and peers who publish. Among the more important findings from this analysis is that both teaching and service commitments have a significantly negative impact on the research productivity of academic economists. These relations hold across types of academic employer, though to varying degrees. Taken together, the results provide interesting insights into the roles of academic scholars, teachers, and colleagues.     

社会资本在减轻农村贫困中的作用：文献述评与研究展望

近年来,社会资本在减轻农村贫困中的作用逐渐成为发展经济学家关注的一个热点。本文分别从静态和动态两个视角综述了相关研究的思路和方法：从静态视角来看,信任对于减少绝对贫困有积极的作用,但某些形式的社会资本难以减轻绝对贫困,关于社会资本是否能减轻相对贫困则尚未取得一致的认识;从动态视角来看,社会资本通过非正式保险的机制平滑消费、减轻暂时贫困,通过促进融资和创业、保护产权、促进公共品提供和劳动力流动,有助于消除长期贫困。总的来看,随着市场化进程的深入,社会资本反贫困的积极作用有减弱的趋势。本文基于理论评述,提出了深化社会资本的减贫理论机制（尤其是对相对贫困的作用机制）、市场化进程中的社会资本反贫困机制、改进社会资本测量、加强因果效应识别等未来的研究方向。     

The relative quality of black economists

This paper identifies the top black economists and ranks them in terms of their quality. The measure used as the indicator of quality is the number of citations received by an individual economist. It is argued that citations represent influence in that they reflect the degree to which others have found that work to be useful in their research and are an indication of the amount of recognition an economist’s research has received. Using citation tabulations as the measure of quality, the rankings of the top twenty economists were calculated.