labor market returns to two and four year college the paper examines labor market returns to a two and four year college education analysis of the 1972 national longitudinal survey of youth observation that the average person who attended a two year college earned about 10 percent more than those without any college education comparison with the wages of those who attended a four year college education

multiple experiments for the causal link between the quantity and quality of children this article presents evidence on the child quantity child quality trade off using quasi experimental variation due to twin births and preferences for a mixed sibling sex composition as well as ethnic differences in the effects of these variables our sample includes groups with very high fertility an innovation in our econometric approach is the juxtaposition of results from multiple instrumental variables strategies capturing the effects of fertility over different ranges for different sorts of people to increase precision we develop an estimator that combines different instrument sets across partially overlapping parity specific subsamples our results are remarkably consistent in showing no evidence of a quantity quality trade off

growth and profitability of small and medium sized enterprises some welsh evidence foreman peck j makepeace g and morgan b 2006 growth and profitability of small and medium sized enterprises some welsh evidence regional studies 40 307 319 policy makers throughout the organization for economic co operation and development oecd are keen to promote the development of small and medium sized enterprises smes by a wide variety of means the present study of over 1600 welsh smes casts doubt on the effectiveness of doing so by grants by encouraging trade associations by pursuing current initiatives in training or by stimulating innovation as defined by sme management on the other hand it finds that support for selective information technology investment and for marketing planning could be beneficial additional results that might be addressed by policy are short termism by older managers preferring current to future profits more than younger managers signs that fixed costs of tax compliance bear substantially more heavily on the profitability of smaller smes and evidence

the effect of education on religion evidence from compulsory schooling laws abstract for over a century social scientists have debated how educational attainment impacts religious belief in this paper i use canadian compulsory schooling laws to identify the relationship between completed schooling and later religiosity i find that higher levels of education lead to lower levels of religious affiliation later in life an additional year of education leads to a 4 percentage point decline in the likelihood that an individual identifies with any religious tradition this is a reasonably large effect extrapolating the results to the broader population would suggest that increases in schooling could explain most of the large rise in non affiliation in canada in recent decades

ntbfs the french case abstract new technology based firms ntbfs represent only a small proportion of the firms established in france each year they attract very little specific attention from the national statistical apparatus and are considered to be of marginal significance by both the public authorities and financial institutions although the definition of ntbfs is problematic the available evidence suggests that the survival rate of technology based firms is higher than that of other start ups the most successful in terms of growth belong to dense and convergent networks through which they interact with larger firms and research organisations there is very little public policy specifically targeted on ntbfs in france instead public financing has been devoted mainly to the development of smes in general in support of their role in the creation of new employment and to supporting technology based firms both large and small to strengthen the international competitiveness of the french industry

confidence based optimisation for the newsvendor problem under binomial poisson and exponential demand abstract we introduce a novel strategy to address the issue of demand estimation in single item single period stochastic inventory optimisation problems our strategy analytically combines confidence interval analysis and inventory optimisation we assume that the decision maker is given a set of past demand samples and we employ confidence interval analysis in order to identify a range of candidate order quantities that with prescribed confidence probability includes the real optimal order quantity for the underlying stochastic demand process with unknown stationary parameter s in addition for each candidate order quantity that is identified our approach produces an upper and a lower bound for the associated cost we apply this approach to three demand distributions in the exponential family binomial poisson and exponential for two of these distributions we also discuss the extension to the case of unobserved lost sales numerical examples are presented in which we show how our approach complements existing frequentist e g based on maximum likelihood estimators or bayesian strategies

reanalyzing zero returns to education in germany summary pischke and von wachter review of economics and statistics 2008 90 3 592 598 find zero earnings returns to compulsory schooling in the basic school track in germany we reanalyze their study using a different dataset in an extension we use additional instruments which allow estimation of heterogeneous effects for different groups of compliers we can confirm the previous result and also find zero returns for other compliers in higher track schools moreover we do not find a causal effect of schooling on cognitive skills this is in line with a potential reason pischke von wachter 2008 give for their result namely that basic skills are learned earlier in germany and additional years of schooling are no longer effective copyright 2015 john wiley sons ltd

treatment effect heterogeneity in theory and practice instrumental variables iv methods identify internally valid causal effects for individuals whose treatment status is manipulable by the instrument at hand inference for other populations requires homogeneity assumptions this paper outlines a theoretical framework that nests causal homogeneity assumptions these ideas are illustrated using sibling sex composition to estimate the effect of childbearing on economic and marital outcomes the application is motivated by american welfare reform the empirical results generally support the notion of reduced labour supply and increased poverty as a consequence of childbearing but evidence on the impact of childbearing on marital stability and welfare use is more tenuous

returns to skills around the world evidence from piaac abstract existing estimates of the labor market returns to human capital give a distorted picture of the role of skills across different economies international comparisons of earnings analyses rely almost exclusively on school attainment measures of human capital and evidence incorporating direct measures of cognitive skills is mostly restricted to early career workers in the united states analysis of the new piaac survey of adult skills over the full lifecycle in 23 countries shows that the focus on early career earnings leads to underestimating the lifetime returns to skills by about one quarter on average a one standard deviation increase in numeracy skills is associated with an 18 percent wage increase among prime age workers but this masks considerable heterogeneity across countries eight countries including all nordic countries have returns between 12 and 15 percent while six are above 21 percent with the largest return being 28 percent in the united states estimates are remarkably robust to different earnings and skill measures additional controls and various subgroups instrumental variable models that use skill variation stemming from school attainment parental education or compulsory schooling laws provide even higher estimates intriguingly returns to skills are systematically lower in countries with higher union density stricter employment protection and larger public sector shares

the relationship between education and adult mortality in the united states prior research has uncovered a large and positive correlation between education and health this paper examines whether education has a causal impact on health i follow synthetic cohorts using successive u s censuses to estimate the impact of educational attainment on mortality rates i use compulsory education laws from 1915 to 1939 as instruments for education the results suggest that education has a causal impact on mortality and that this effect is perhaps larger than has been previously estimated in the literature copyright 2005 wiley blackwell

does education increase pro environmental behavior evidence from europe abstract it is often observed that individuals with higher education levels tend to be more environmentally friendly yet the causal evidence is lacking because there may well be omitted variables that cause individuals to attain more education and also cause individuals to be environmentally conscious we implement a regression discontinuity design to estimate the increase in educational attainment due to changes in compulsory education laws in 20th century europe this allows us to overcome the identification problem of endogenous educational attainment using two waves of eurobarometer surveys we find a positive local average treatment effect for 7 of the 8 pro environmental behaviors an analysis of related questions on the survey supports the notion that education causes individuals to be more concerned with social welfare and to accordingly behave in a more environmentally friendly manner

intergenerational transmission of education and mediating channels evidence from a compulsory schooling reform in germany in this paper i estimate the causal effect that an additional year of schooling for parents has on their children s education by exploiting a compulsory schooling reform that was implemented in all west german states between 1946 and 1969 although previous research indicates that the reform had no effect on earnings i find that an additional year of schooling for women strongly affects the education of their sons there is no effect for the other parent child gender pairs i investigate numerous channels that might mediate the positive effect of the education of mothers most importantly i find that individuals with more schooling value their children s educational success as more important

university spin out companies and venture capital abstract the creation of university spin out companies that create wealth is a major policy objective of governments and universities finance is a catalyst of this wealth creation yet access to venture capital is a major impediment faced by these companies in this article we adopt a finance pecking order perspective to examine the problems faced by those university spin out companies seeking to access venture capital we triangulate evidence from spin out companies university technology transfer offices and venture capital firms in the uk and continental europe to identify the problems and to suggest policy developments for these parties as well as government we compare perceptions of high tech venture capital firms that invest in spin outs with those that do not and also consider vcs views on spin outs versus other high tech firms our evidence identifies a mismatch between the demand and supply side of the market in line with the pecking order theory venture capitalists prefer to invest after the seed stage however in contrast to the pecking order theory ttos see venture capital as more important than internal funds early on we develop policy implications for universities technology transfer offices academic entrepreneurs venture capital firms and government and suggest areas for further research

does longer compulsory schooling affect mental health evidence from a british reform abstract in this paper we examine whether longer compulsory schooling has a causal effect on mental health exploiting a 1972 reform which raised the minimum school leaving age from age 15 to 16 in great britain using a regression discontinuity design we find that the reform did not improve mental health we provide evidence that extending the duration of compulsory schooling impacts mental health through channels other than increased educational attainment we argue that these effects may mitigate or offset the health returns to increased educational attainment

do dropouts drop out too soon wealth health and happiness from compulsory schooling abstract this paper uses compulsory schooling laws to evaluate high school dropout decisions the main empirical result is that lifetime wealth increases by about 15 with an extra year of compulsory schooling students compelled to stay in school are also less likely to report being in poor health unemployed and unhappy the main conclusion is that high school aversion alone is unlikely to explain why dropouts forgo substantial gains to lifetime wealth the results are more consistent with the possibility that adolescents ignore or heavily discount future consequences when deciding to drop out of school if teenagers are myopic making school compulsory or offering incentives to stay in school may help improve lifetime outcomes

schooling and citizenship in a young democracy evidence from postwar germany this paper examines whether schooling has a causal impact on individuals political interest voting turnout democratic values political involvement and political membership using two national representative samples between 1949 and 1969 the number of compulsory years of schooling was increased from eight to nine years in the federal republic of germany gradually over time and across federal states these legislative changes allow one to investigate the causal impact of years of schooling on citizenship in a young democracy years of schooling are found to be positively correlated with a broad range of citizenship outcomes however when exogenous increase in schooling through legislative changes is used there is little evidence of a causal efiect several potential explanations are examined 1 poor or apolitical teaching practices in the post war period 2 shortages of qualifled teachers and adequate teaching material 3 extra curricular civic education and 4 whether civic knowledge might have been acquired prior to the increase in schooling the estimates reject the flrst three explanations whereas ample historical evidence is in favour of the hypothesis that the fundamentals of democracy were learned already earlier in school

changes in compulsory schooling and the causal effect of education on health evidence from germany in this paper we investigate the causal effect of years of schooling on health and health related behavior in west germany we apply an instrumental variables approach using as natural experiments several changes in compulsory schooling laws between 1949 and 1969 these law changes generate exogenous variation in years of schooling both across states and over time we find evidence for a strong and significant causal effect of years of schooling on long term illness for men but not for women moreover we provide somewhat weaker evidence of a causal effect of education on the likelihood of having weight problems for both sexes on the other hand we find little evidence for a causal effect of education on smoking behavior overall our estimates suggest significant non monetary returns to education with respect to health outcomes and not necessarily with respect to health related behavior

combining matching and nonparametric instrumental variable estimation theory and an application to the evaluation of active labour market policies summary we show how instrumental variable and matching estimators can be combined in order to identify a broader array of treatment effects instrumental variable iv estimators are known to estimate effects only for the compliers representing a subset of the entire population by combining iv with matching we can estimate the treatment effects for the always and never takers as well since in many cases these groups are the endogenous outcome of some assignment process such estimates also help in judging the implications of such a selection process in our application to the effects of participation in active labour market programmes in switzerland we find large and lasting positive employment effects for the compliers whereas the effects for the always and never participants are small in addition the compliers have worse employment outcomes without treatment than those who participate in the programme with or without the intervention under investigation this suggests that the earlier assignment policy of the caseworkers was inefficient in that the always participants were neither those unemployed who would experience the highest expected treatment effects nor those unemployed who had the largest need for assistance copyright 2014 john wiley sons ltd

on the validity of econometric techniques with weak instruments inference on returns to education using compulsory school attendance laws we evaluate angrist and krueger 1991 and bound jaeger and baker 1995 by constructing reliable confidence regions around the 2sls and liml estimators for returns to schooling regardless of the quality of the instruments the results indicate that the returns to schooling were between 8 and 25 percent in 1970 and between 4 and 14 percent in 1980 although the estimates are less accurate than previously thought most specifications by angrist and krueger 1991 are informative for returns to schooling in particular concern about the reliability of the model with 178 instruments is unfounded despite the low first stage f statistic finally we briefly discuss bias adjustment of estimators and pretesting procedures as solutions to the weak instrument problem

does compulsory school attendance affect schooling and earnings we establish that season of birth is related to educational attainment because of school start age policy and compulsory school attendance laws individuals born in the beginning of the year start school at an older age and can therefore drop out after completing less schooling than individuals born near the end of the year roughly 25 percent of potential dropouts remain in school because of compulsory schooling laws we estimate the impact of compulsory schooling on earnings by using quarter of birth as an instrument for education the instrumental variables estimate of the return to education is close to the ordinary least squares estimate suggesting that there is little bias in conventional estimates every developed country in the world has a compulsory schooling requirement yet little is known about the effect these laws have on educational attainment and earnings 1 this paper exploits an unusual natural experiment to estimate the impact of compulsory schooling laws in the united states the experiment stems from the fact that children born in different months of the year start school at different ages while compulsory schooling laws generally require students to remain in school until their sixteenth or seventeenth birthday in effect the interaction of school entry requirements and compulsory schooling laws compel students born

the compelling effects of compulsory schooling evidence from canada abstract compulsory school laws have existed for more than a hundred years and policies to mandate further education continue to be discussed the implications of these laws however are not well understood historical changes to compulsory schooling in canada permit an examination of their effects on would be dropouts under very different circumstances than those during changes in other countries mandating education substantially increased adult income and substantially decreased the likelihood of being below the low income cut off unemployed and in a manual occupation these findings suggest significant gains from this legislation which seem unlikely offset by the costs incurred while having to remain in school jel classification i20 i28

the effect of education on crime evidence from prison inmates arrests and self reports we estimate the effect of high school graduation on participation in criminal activity accounting for endogeneity of schooling we begin by analyzing the effect of high school graduation on incarceration using census data instrumental variable estimates using changes in state compulsory attendance laws as an instrument for high school graduation uncover a significant reduction in incarceration for both blacks and whites when estimating the impact of high school graduation only ols and iv estimators estimate different weighted sums of the impact of each schooling progression on the probability of incarceration we clarify the relationship between ols and iv estimates and show that the weights placed on the impact of each schooling progression can explain differences in the estimates overall the estimates suggest that completing high school reduces the probability of incarceration by about 76 percentage points for whites and 3 4 percentage points for blacks we corroborate these findings using fbi data on arrests that distinguish among different types of crimes the biggest impacts of graduation are associated with murder assault and motor vehicle theft we also examine the effect of drop out on self reported crime in the nlsy and find that our estimates for imprisonment and arrest are caused by changes in criminal behavior and not educational differences in the probability of arrest or incarceration conditional on crime we estimate that the externality of education is about 14 26 of the private return to schooling suggesting that a significant part of the social return to education comes in the form of externalities from crime reduction

changes in compulsory schooling education and the distribution of wages in europe using data from 12 european countries and the variation across countries and over time in the changes of minimum school leaving age we study the effects of the quantity of education on the distribution of earnings we find that compulsory school reforms significantly affect educational attainment especially among individuals belonging to the lowest quantiles of the distribution of ability there is also evidence that additional education reduces conditional wage inequality and that education and ability are substitutes in the earnings function

identity and schooling some lessons for the economics of education abstract this review culls noneconomic literature on education by sociologists anthropologists and practitioners to present a new economic theory of students and schools this theory elaborates two themes that have eluded economic analysis first is the student as decision maker whose primary motivation is her identity second is a conception of the school as a social institution this framework suggests a new perspective on questions such as resource allocation and school reform it explains why some educational policies succeed and others fail we show how sociological variables may affect outcomes and suggest ways economists can incorporate them into theoretical and empirical research

estimating average and local average treatment effects of education when compulsory schooling laws really matter the change to the minimum school leaving age in the united kingdom from 14 to 15 had a powerful and immediate effect that redirected almost half the population of 14 year olds in the mid twentieth century to stay in school for one more year the magnitude of this impact provides a rare opportunity to a estimate local average treatment effects late of high school that come close to population average treatment effects ate and b estimate returns to education using a regression discontinuity design instead of previous estimates that rely on difference in differences methodology or relatively weak instruments comparing late estimates for the united states and canada where very few students were affected by compulsory school laws to the united kingdom estimates provides a test as to whether instrumental variables iv returns to schooling often exceed ordinary least squares ols because gains are high only for small and peculiar groups among the more general population i find instead that the benefits from compulsory schooling are very large whether these laws have an impact on a majority or minority of those exposed

returns to apprenticeship based on the 2006 canadian census to study the effect of apprenticeships in canada the authors use the 2006 census the first large scale representative canadian data set to include information on apprenticeship certification they find large returns for males with an apprenticeship certification when compared with no degree a high school degree or a trade certificate these returns are almost as high as those to a community college diploma by contrast the returns for females who hold an apprenticeship certification are generally less than the returns to any other educational certification except for no degree for both genders differences in observable characteristics account for little of the overall pay differences between apprentices and the alternative educational pathways and the patterns tend to prevail across the quantiles of the pay distributions and for instrumental variable iv estimates

school entry policies and skill accumulation across directly and indirectly affected individuals during the past half century there has been a trend toward increasing the minimum age a child must reach before entering school in the united states states have accomplished this by moving the school entry cutoff date earlier in the school year the evidence presented in this paper shows that these law changes increased human capital accumulation and hence adult wages backing up the cutoff by one month increases average male hourly earnings by approximately 0 6 percent the evidence also suggests that the majority of the cohort benefits from backing up the cutoff not just those who must delay entry

priceless the nonpecuniary benefits of schooling copyright 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 by the american economic association permission to make digital or hard copies of part or all of american economic association publications for personal or classroom use is granted without fee provided that copies are not distributed for profit or direct commercial advantage and that copies show this notice on the first page or initial screen of a display along with the full citation including the name of the author copyrights for components of this work owned by others than aea must be honored abstracting with credit is permitted the author has the right to republish post on servers redistribute to lists and use any component of this work in other works for others to do so requires prior specific permission and or a fee permissions may be requested from the american economic association administrative office by going to the contact us form and choosing copyright permissions request from the menu copyright 2016 aea