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Format: 1 online resource (853 p.)

ISBN: 1-280-70781-X , 9786610707812 , 0-08-046566-8

Series Statement: Handbooks in economics, 26

Content: The Handbooks in Economics series continues to provide the various branches of economics with handbooks which are definitive reference sources, suitable for use by professional researchers, advanced graduate students, or by those seeking a teaching supplement.With contributions from leading researchers, each Handbook presents an accurate, self-contained survey of the current state of the topic under examination. These surveys summarize the most recent discussions in journals, and elucidate new developments.Although original material is also included, the main aim of this series

Note: "First edition"--T.p. verso. , Front cover; Title page; Copyright page; Introduction to the Series; Contents of the Handbook; Contents of Volume 1; Preface; Chapter 1. Post Schooling Wage Growth: Investment, Search and Learning; Abstract; 1. Introduction; 2. Wages and employment over the life cycle - A first glance; 3. Models of wage growth; 4. Basic findings and their interpretation; 5. Data appendix: Data and sample-inclusion criteria; 6. National Longitudinal Survey of Youth (NLSY); References; Chapter 2. Long-Term Trends in Schooling: The Rise and Decline (?) of Public Education in the United States; Abstract; Keywords , 1. Introduction2. Early history; 3. Public universities; 4. The high school movement; 5. Challenges and responses in the late 20th century; 6. Conclusion; References; Chapter 3. Historical Perspectives on Racial Differences in Schooling in the United States; Abstract; Keywords; 1. Introduction; 2. Basic statistics; 3. Race and the returns to schooling: Historical evidence; 4. A model of educational attainment; 5. Applying the model: An analytic narrative; 6. Conclusions and suggestions for further research; Acknowledgements; Appendix; References; Chapter 4. Immigrants and Their Schooling , AbstractKeywords; Introduction; 1. Schooling of migrants and the native-born; 2. The changing education gap of immigrants; 3. The educational diversity of migrants - legal and unauthorized immigrants; 4. Foreign students at American schools; 5. Immigrant education and generational assimilation; Conclusions; Acknowledgement; References; Chapter 5. Educational Wage Premia and the Distribution of Earnings: An International Perspective; Abstract; Keywords; 1. Introduction and summary; 2. Measurement and statistical issues; 3. Educational attainments; 4. Wage premia: Empirical evidence , 5. Education and the distribution of personal earningsAcknowledgements; References; Chapter 6. Educational Wage Premiums and the U.S. Income Distribution: A Survey; Abstract; Keywords; 1. Introduction; 2. Educational wage premiums and the income distribution - early approaches; 3. The human capital revolution; 4. Increases in the return to human capital and the wage structure; 5. Trends in education-wage premiums and the relationship to enrollment; 6. Differences in enrollment, characteristics and earnings; 7. Concluding remarks; Appendix; References , Chapter 7. Earnings Functions, Rates of Return and Treatment Effects: The Mincer Equation and BeyondAbstract; Keywords; 1. Introduction; 2. The theoretical foundations of Mincer's earnings regression; 3. Empirical evidence on the Mincer model; 4. Estimating internal rates of return; 5. The internal rate of return and the sequential resolution of uncertainty; 6. How do cross-sectional IRR estimates compare with cohort-based estimates?; 7. Accounting for the endogeneity of schooling; 8. Accounting systematically for heterogeneity in returns to schooling: What does IV estimate? , 9. Estimating distributions of returns to schooling , English

Additional Edition: ISBN 0-444-51399-X

Language: English

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ISBN: 9780080465661

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite xi-xviii, 9780080465661

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In: pages:xi-xviii

Language: English

DOI: 10.1016/S1574-0692(06)01015-4

URL: Volltext  (Deutschlandweit zugänglich)

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ISBN: 9780080465661

Content: Numerous studies regress log earnings on schooling and report estimated coefficients as Mincer rates of return. A more recent literature uses instrumental variables. This chapter considers the economic interpretation of these analyses and how the availability of repeated cross section and panel data improves the ability of analysts to estimate the rate of return. We consider under what conditions the Mincer model estimates an ex post rate of return. We test and reject the model on six cross sections of U.S. Census data. We present a general nonparametric approach for estimating marginal internal rates of return that takes into account tuition, income taxes and forms of uncertainty. We also contrast estimates based on a single cross-section of data, using the synthetic cohort approach, with estimates based on repeated cross-sections following actual cohorts. Cohort-based models fitted on repeated cross section data provide more reliable estimates of ex post returns. Accounting for uncertainty affects estimates of rates of return. Accounting for sequential revelation of information calls into question the validity of the internal rate of return as a tool for policy analysis. An alternative approach to computing economic rates of return that accounts for sequential revelation of information is proposed and the evidence is summarized. We distinguish ex ante from ex post returns. New panel data methods for estimating the uncertainty and psychic costs facing agents are reviewed. We report recent evidence that demonstrates that there are large psychic costs of schooling. This helps to explain why persons do not attend school even though the financial rewards for doing so are high. We present methods for computing distributions of returns ex ante and ex post . We review the literature on instrumental variable estimation. The link of the estimates to the economics is not strong. The traditional instruments are weak, and this literature has not produced decisive empirical estimates. We exposit new methods that interpret the economic content of different instruments within a unified framework.

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 307-458, 9780080465661

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In: pages:307-458

Language: English

DOI: 10.1016/S1574-0692(06)01007-5

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ISBN: 9780080465661

Content: This chapter analyzes the international evidence on the relationship between educational wage premia and the distribution of personal labor earnings. The aim is to review what is known about the contribution of differences in relative wages across schooling levels to the degree of variability, between countries and over time, in the pecuniary returns to work. Definition and measurement problems are of paramount importance in analyses of this kind, and so a large part of the chapter is devoted to some of these issues.

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 189-254, 9780080465661

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In: pages:189-254

Language: English

DOI: 10.1016/S1574-0692(06)01005-1

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ISBN: 9780080465661

Content: In this chapter we present an overview of the history of racial differences in schooling in the United States. We present basic data on literacy, school attendance, educational attainment, various measures of school quality, and the returns to schooling. Then, in the context of a simple model of schooling attainment, we interpret the fundamental trends in an analytic narrative that illuminates change over time. Although some of the data presented in the tables carry the story to the late twentieth century, the evidence and narrative we develop focus on the period before 1954, the year of the U.S. Supreme Court's decision in Brown v. Board of Education of Topeka . A theme of convergence is central to the narrative. Slaves were typically forbidden to learn how to read and write, and others were typically forbidden to teach them. Just after the Civil War, more than 80 percent of African Americans over the age of nine were illiterate (compared to 12 percent of whites). After Emancipation, black children continued to face many obstacles in acquiring education. In addition to their relative poverty and their parents' relatively low levels of literacy (on average), society and its educational institutions were overtly racist. The negative implications for black children's schooling were significant and lasted well into the twentieth century. Nonetheless, successive generations of black children did manage to narrow the racial gap in schooling and educational attainment. By 1930, only 12 percent of African Americans were illiterate finally attaining the level that whites had registered 60 years earlier. The pace of change was not constant, however, and there were some periods of short-run divergence between blacks and whites in educational attainment. The long-term process of convergence, moreover, has yet to fully run its course, and the remaining racial gaps in schooling have proven quite stubborn to eliminate.

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 107-154, 9780080465661

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In: pages:107-154

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DOI: 10.1016/S1574-0692(06)01003-8

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ISBN: 9780080465661

Content: This chapter deals with several salient issues about immigrants to the US and their education. These issues include a comparison of the schooling accomplishments of immigrants compared to the native-born both contemporaneously as well as over time. These comparisons emphasize the considerable diversity in the schooling accomplishments among different immigrant sub-groups and between legal and undocumented migrants. Finally, the recent literature suggests than any concern that educational generational progress among Latino immigrants has lagged behind other immigrant groups is largely unfounded.

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 155-187, 9780080465661

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In: pages:155-187

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DOI: 10.1016/S1574-0692(06)01004-X

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ISBN: 9780080465661

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite I13-I20, 9780080465661

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In: pages:I13-I20

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DOI: 10.1016/S1574-0692(06)01017-8

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ISBN: 9780080465661

Content: This chapter discusses the large literature and numerous issues regarding education-related differences in income in the U.S. Early analyses of skill-related differences compared the earnings of workers across occupations. The general consensus of these investigations was that skill premiums narrowed substantially between 1900 and 1950. The large increase in the supply of high-school graduates relative to the increased demand for skilled workers is the likely explanation. Following the 1940 Decennial Census, which collected information on educational attainment and on earned income and time worked, empirical analyses concentrated directly on education-related differences in earnings. The human capital revolution of the late 1950s/early 1960s greatly expanded the research on education and income and shifted the focus to wages. The human capital approach modeled income as endogenous and sought to understand the variation in earnings by providing a framework for estimating the returns to education and experience. Recent analyses of education and wages have built on this foundation and have been embedded in a large literature that seeks to document and understand the substantial increase in wage inequality over the last 40 years. The consensus is that increases in the demand for skill are the main culprit, though the reasons for such increases are still an open question. We use census data to document the overall increase in education-related income differences over the past 60 years for several income measures. We also document concomitant changes in enrollment and provide a preliminary analysis suggesting that enrollment has responded to the increase in educationwage premiums. We use NLSY data to document the variation in enrollment patterns for those who attend college and to show how these differences are related to pre-schooling characteristics and to post-schooling earnings. We conclude with a brief discussion of the main issues for future research raised throughout the chapter.

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 255-306, 9780080465661

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DOI: 10.1016/S1574-0692(06)01006-3

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ISBN: 9780080465661

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite v, 9780080465661

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In: pages:v

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DOI: 10.1016/S1574-0692(06)01013-0

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ISBN: 9780080465661

Content: The theoretical, conceptual, and practical difficulties with the use of cross-national data on schooling are so severe using aggregate data for any purpose for which individual level data would do should be avoided. There are, however, three questions for which the use of cross-national data on schooling could potentially help answer interesting questions for which individual data is insufficient. First, do differences in the evolution and dynamics of schooling help explain the big facts about the evolution and dynamics of output growth? Largely, no. Second, the existence and magnitude of output externalities to schooling is an important question with possible normative policy implications, and evidence for externalities requires at least some level of spatial aggregation. Does the cross-national data provide support for output externalities? Largely, no. Third, cross-national (or more broadly spatially aggregated) data allows the exploration of the impact on returns to schooling (or in the gap between private and social returns) of differences in economic environments. This last question seems a promising line for future research.

In: Handbook of the economics of education, Amsterdam : North-Holland, 2006, (2006), Seite 635-695, 9780080465661

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In: year:2006

In: pages:635-695

Language: English

DOI: 10.1016/S1574-0692(06)01011-7

URL: Volltext  (Deutschlandweit zugänglich)