Spillover Dynamics of Central Bank Interventions

Abstract. Central banks frequently intervene in foreign exchange markets to reduce volatility or to correct misalignments. Such operations may be successful if they drive away destabilizing speculators. However, the speculators do not simply vanish but may reappear on other foreign exchange markets. Using a model in which traders are able to switch between foreign exchange markets, we demonstrate that while a central bank indeed has several means at hand to stabilize a specific market, the variability of the other markets depends on how the interventions are implemented.     

Voting on meritocracy

This paper considers a setting where a resource such as education budget is to be distributed among agents. The latter differ in their ability to make use of the resource, and the issue is that of determining the allocation rule whereby the individual shares of the resource (may) depend on their relative efforts of obtaining it. The paper's focus is on endogenous determination, through voting, of the degree of meritocracy in the resource allocation system, which determines the marginal productivity of one's effort. It is found that a meritocratic system is expected to be supported by highly productive individuals and opposed by those with low productivity. When the decision making becomes less elitist and involves broader participation of population groups the support for meritocracy decreases.     

Endogenous lifetime and economic growth

Endogenous mortality is introduced in a two-period overlapping generations model: probability of surviving from the first period to the next depends upon health capital that is augmented through public investment. High mortality societies do not grow fast since shorter lifespans discourage savings; development traps are possible. Productivity differences across nations result in persistent differences in capital-output ratios and relatively larger gaps in income and mortality. High mortality also reduces returns on education, where risks are undiversifiable. When human capital drives economic growth, countries differing in health capital do not converge to similar living standards, ‘threshold effects’ may also result.     

A Survey and a Theoretical Model of Distance Education Programs

In search of a distance education programs crucial success factors, this research was conducted through a designed survey and evaluation instrument, for a predominantly doctoral program at DE University (DEU, an adopted name). Also, the survey has identified some challenging factors along with students most crucial reasons for adopting distance education programs. The author has presented a Testable theoretical model of distance education programs. The top four success factors were revealed to be program quality, general recognition and academic integrity, students satisfaction, and students progress toward the ultimate goal of graduation. Lack of time and worries about the degree recognition by prospective academic and nonacademic employers were the most crucial challenging factors.The 57th International Atlantic Economic Conference Lisbon, Portugal, March 10–14. This research is appreciably funded by a research grant from Walden University.     

Growth,Convergence, and Social Cohesion in the European Union

The aim of this paper is to analyze the economic and social cohesion in the European Union. There are different factors to explain the convergence process and besides, empirical findings are not conclusive. To the European Union, GDP per head interregional differences have decreased for certain periods but it has remained unchanged or even increased for others periods. The second report on the economic and social cohesion indicates that some decades are necessary to eliminate regional differences. These differences in regional GDP are mainly explained by differences in their productive structures, degree of innovate activity, communications structures, which depend on the relative level of transport infrastructures, and manpower qualifications. This analysis allows us to obtain some conclusions to the economic policies and the social cohesion. A preliminary version of this paper was presented in the 57th International Atlantic Conference, held in Lisbon, Portugal, March 10–14, 2004.     

Learning Why More Learning Takes Place in Some Classrooms Than Others

Abstract. The relatively poor average performance of German students on the recent PISA international evaluations of 15- and 16-year-olds' literary skills (2000) and mathematical skills (2003) and the wide variation in performance, with low-income students scoring particularly poorly, have led to calls for reforms of the German educational system. Understanding why students in some classrooms learn more than do those in other classrooms is an important first step in considering alternative reform strategies. Possible explanations include differences in teacher quality, class sizes and peer groups, and also differences among the types of secondary schools that parents select for their children. This paper illustrates a set of techniques that are useful in examining the roles these factors play in predicting why, net of family background and prior achievement, the average achievement of children in some classrooms is much higher than that of children in other classrooms. We illustrate the use of these techniques with a dataset from Bogotá, Colombia, that has two attractive properties. First, some teachers teach multiple classes of students. Second, students are enrolled in schools in two sectors (public and private). Application of the techniques described in this paper could shed light on the reasons why the average academic achievement of German students attending some schools is much higher than that of German students attending other schools.     

What a Difference Immigration Policy Makes: A Comparison of PISA Scores in Europe and Traditional Countries of Immigration

Abstract. The purpose of this article is to evaluate the importance of different immigration policies associated with corresponding migration backgrounds, command of national languages and intergenerational mobility, for the PISA school performance of teenagers living in European countries (France, Finland, Germany, United Kingdom and Sweden) and traditional countries of immigration (Australia, Canada, New Zealand and the US). Econometric results show that the influence of the socioeconomic background of parents differs strongly across nations, with the highest impact found for Germany, the UK and US, whereas intergenerational transmission of educational attainment is less likely in Scandinavian countries and in Canada. Moreover, for all countries our estimations imply that for students with a migration background a key for catching up is the language spoken at home. We conclude that educational policy should focus on integration of immigrant children in schools and preschools, with particular emphasis on language skills at the early stage of childhood.     

Educational Attainment and Family Background

Abstract. This paper analyses the effect of aspects of family background, such as family income and parental education, on the educational attainment of persons born from 1967 to 1972. Family income is measured at different periods of a child's life to separate long-term versus short-term effects of family income on educational choices. We find that permanent income matters to a certain degree, and that family income when the child is 0–6 years old is an important explanatory variable for educational attainment later in a child's life. We find that short-term credit constraints have only a small effect on educational attainment. Long-term factors, such as permanent family income and parental education, are much more important for educational attainment than are short-term credit constraints. Public interventions to alleviate the effects of family background should thus also be targeted at a child's early years, the shaping period for the cognitive and non-cognitive skills important later in life.     

Education, Work and Wages in the UK

Abstract. This paper is concerned with the relationship between education, wages and working behaviour. The work is partly motivated by the sharp distinction in the literature between the returns to education and the effect of wages on labour supply. Education is the investment that cumulates in the form of human capital while labour supply is the utilization rate of that stock. Yet, variation in education is usually the basis for identifying labour supply models – education is assumed to determine wages but not affect labour supply. Moreover, it is commonly assumed that the private rate of return to education can be found from the schooling coefficient in a log-wage equation. Yet, the costs of education are largely independent of its subsequent utilization but the benefits will be higher the greater the utilization rate. Thus the returns will depend on how intensively that capital is utilized and we would expect that those who intend to work least to also invest least in human capital. Indeed, the net (of tax liabilities and welfare entitlements) return to education will be a complex function of labour supply and budget constraint considerations.
Here we attempt to model the relationship between wages, work, education and the tax/welfare system allowing for the endogeneity of education as well for the correlations between the unobservable components of wages and working behaviour. We use the estimates to simulate the effect of a new UK policy designed to increase education for children from low-income households.