Some economic effects of standards—Comment

The bulk of the literature on the empirical validation of the purchasing power parity (PPP) has been based on cointegration, although on rare occasions band-spectrum analysis has also been used. The former is tied down to the use of ‘notional’ time in the analysis of systems away from equilibrium, and the latter is circumscribed by the Slutzky-Yule effect. Both these drawbacks are sought to be remedied in the present paper, which seeks to bring to bear upon the PPP a new approach derived from the concept of a time-varying spectrum. Both absolute and relative versions of the doctrine are tested for ten advanced economies over the post-1973 period. Uniform rejection of the PPP occurs with the US $ as base, but with centring on the DM, the evidence seems to be supportive of the PPP (in its relative version) for three European countries.     

Dynamic and asymmetric impacts of macroeconomic fundamentals on an integrated stock market

A large body of evidence indicates that macroeconomic and financial variables are dynamically interrelated. In an international setup, we analyze the transmission mechanisms of macroeconomic shocks on the stock market of a small open economy in an increasingly integrated world. We use a time-varying vector error correction model (VECM) that allows analysis of asymmetric impacts that depend on the state of the business cycle. A special focus is directed on monetary policy surprises, where we find that foreign shocks exert a strong influence on an integrated stock market, and that the stage of the business cycle heavily affects the signals of the shocks.     

On the test score gap between Roma and non‐Roma students in Hungary and its potential causes

Using unique data from Hungary, the gap in reading and mathematics test scores between Roma and non‐Roma 8th grade students is assessed and a substantial gap between them revealed. Standardized test scores as well as the fraction of students with competences considered inadequate are examined. Regardless of measurement and subject area, the bulk of the gap is explained by social differences in income, wealth and parental education. Using reduced‐form regressions, two major mediating mechanisms are identified: first, on average the home environment of Roma children is less favourable for cognitive development; second, the educational environment of the average Roma student is different from the average non‐Roma student. Comparing students with similar home environments from the same school and class, the ethnic gap in test scores is found to be insignificant. Ethnic differences in the home environment are explained by social disparity, and ethnicity seems to play no additional role in that regard. The unequal distribution of Roma students in schools and classes is found to be explained predominantly by social difference, too, with a significant residual portion, indicating the effect of ethnic segregation.