Showing 1 - 10 of 12
negative direct effect on mid-childhood and teenage outcomes. But as mothers' work hours increase, income will rise. We ask … whether income can compensate for the negative effect of hours by adopting a novel mediation analysis that exploits exogenous … variation in both mothers' hours and family income in pre-school years. As expected we find a negative direct effect of an …
Persistent link: https://www.econbiz.de/10012194583
importance of credit constraints in forming skills is examined. There is little support for the claim that untargeted income … will better capture the active role of the emerging autonomous child in learning and responding to the actions of parents …
Persistent link: https://www.econbiz.de/10010252655
Longitudinal Survey of Youths which we follow from 16 to 28. We discuss the evolution of family income and ability effects where … component correlated with family income and background variables. We find that the individual cognitive-technical ability … differential prevailing at 16 was increasing with income in the early 80's but much less so in the early 2000's. We find no …
Persistent link: https://www.econbiz.de/10013260027
emergence of differentials in abilities between children of advantaged families and children of disadvantaged families, (c) the …
Persistent link: https://www.econbiz.de/10003724128
disadvantaged African-American children and their children. The program improves outcomes of the first-generation treatment group … that have dominated popular discussions of early childhood programs. Children of the first-generation treatment group have … higher levels of education and employment, lower levels of criminal activity, and better health than children of the first …
Persistent link: https://www.econbiz.de/10012593048
This paper argues that skill formation is a life-cycle process and develops the implications of this insight for Scottish social policy. Families are major producers of skills, and a successful policy needs to promote effective families and to supplement failing ones. We present evidence that...
Persistent link: https://www.econbiz.de/10002540578
We investigate the relative significance of differences in cognitive skills and discrimination in explaining racial/ethnic wage gaps. We show that cognitive test scores taken prior to entering the labor market are influenced by schooling. Adjusting the scores for racial/ethnic differences in...
Persistent link: https://www.econbiz.de/10002544087
In this paper, we formulate and estimate a structural model of post-schooling training that explicitly allows for possible complementarity between initial schooling levels and returns to training. Precisely, the wage outcome equation depends on accumulated schooling and on the incidence of...
Persistent link: https://www.econbiz.de/10003784398
Using a dynamic skill accumulation model of schooling and labor supply with learning-by-doing, we decompose early life-cycle wage growth of U.S. white males into four main sources: education, hours worked, cognitive skills (AFQT scores) and unobserved heterogeneity, and evaluate the effect of...
Persistent link: https://www.econbiz.de/10011625378
We estimate a structural dynamic Roy model of education, labor supply and earnings on the 1979 and 1997 cohorts of males taken from the National Longitudinal Survey of Youth (NLSY) and evaluate to what extent changes in education and labor supply decisions across cohorts have been explained by...
Persistent link: https://www.econbiz.de/10012237798