metadata: authors: 0: author: Yamauchi,Futoshi
count: Philippines
docna: 0: docna: Wage dynamics, turnover, and human capital :
            evidence from adolescent transition from school to work in
            the Philippines
docty: Policy Research Working Paper
subtopic: Social Analysis,Quality of Life & Leisure,National Governance,Government Policies,Labor Markets,Educational Sciences,Youth and Governance,Rural Labor Markets
teratopic: Social Protections and Labor,Rural Development
abstracts: cdata!: This paper examines wage dynamics and
            turnover using tracking data of adolescents from the
            Philippines. The analysis uses individual test scores in
            grade 6 to proxy abilities. The empirical results show that
            (i) returns to labor market experience are large, nearly a
            half of the conventional estimate of returns to schooling;
            (ii) returns to experience are higher if educational
            attainment and/or test scores are higher; and (iii) ability,
            measured by test scores, positively influences the upgrading
            of occupations toward more skilled categories, although
            educational attainment plays an important role in
            determining the first occupation. The complementarity
            between schooling and experience is greater among good
            performers who show high test scores; education and ability
            augment gains from accumulating labor market experiences.
geo_reg_key: 517191,517198
repnme: repnme: Wage dynamics, turnover, and human capital
            : evidence from adolescent transition from school to work in
            the Philippines
display_title: Wage dynamics, turnover, and human
            capital : evidence from adolescent transition from school to
            work in the Philippines
listing_relative_url: /research/2015/01/23922499/wage-dynamics-turnover-human-capital-evidence-adolescent-transition-school-work-philippines
topicv3: Education, Skills Development and Labor
            Market m1326135 1484,Political Economy of Reform m1326263 836,Labor Markets m1326488 855,Education m1327048 470,Jobs m1503931 2670
publishtoextweb_dt: 2015-01-01T00:00:00Z
historic_topic: Social Protections and Labor,Rural Development
no_of_pages: 28
author_keys: 0: author_key: 1209647
model_extractions: WPS7184 Policy Research Working Paper 7184 Wage Dynamics, Turnover, and Human Capital Evidence from Adolescent Transition from School to Work in the Philippines _Futoshi Yamauchi_ Development Research Group Agriculture and Rural Development Team & Education Global Practice Group January 2015
Policy Research Working Paper 7184

# **Abstract**

This paper examines wage dynamics and turnover using tracking data of adolescents from the Philippines. The analysis uses individual test scores in grade 6 to proxy abilities. The empirical results show that (i) returns to labor market experience are large, nearly a half of the conventional estimate of returns to schooling; (ii) returns to experience are higher if educational attainment and/or test scores are higher; and (iii) ability, measured by test scores, positively influences the upgrading of occupations toward more skilled categories, although educational attainment plays an important role in determining the first occupation. The complementarity between schooling and experience is greater among good performers who show high test scores; education and ability augment gains from accumulating labor market experiences.

This paper is a product of the Agriculture and Rural Development Team, Development Research Group and the Education Global Practice. It is part of a larger effort by the World Bank to provide open access to its research and make a contribution to development policy discussions around the world. Policy Research Working Papers are also posted on the Web at http:// econ.worldbank.org. The author may be contacted at fyamauchi@worldbank.org.

_The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent._ Produced by the Research Support Team
**Wage Dynamics, Turnover, and Human Capital**

**Evidence from Adolescent Transition from School to Work in the Philippines**<sup>**1**</sup>

**Futoshi Yamauchi**<sup>**2**</sup>

**World Bank**

Keywords: Wage dynamics, Human capital, Transition from school to work, Philippines JEL classifications: I2, J3, O1

> 1 I thank Michael Alba, Luis Benveniste, Agnes Quisumbing, Yanyan Liu, Marites Tiongco, and Will Martin for useful comments. Special thanks to Yolanda Quijano, Irene Robles, and Ishidra Afunggol for insightful discussions. Supports from the Bureau of Elementary Education, the Research and Statistics Division, and Antique, Cebu, Ifugao, Iloilo, Leyte, Negros Oriental, Nueva Viscaya, Western Samar division offices of the Philippine Department of Education, the Office of Population Study of the University of San Carlos and the Japan International Cooperation Agency are acknowledged.

2 The World Bank, Development Research Group, 1818 H Street, NW, Washington, DC 20433; Email: fyamauchi@worldbank.org; Phone: +1-202-473-2065.
# **1. Introduction**

The transition of adolescents from school to work critically determines the efficiency of subsequent human capital formation in economic activities. This paper examines wage dynamics and work experience of youth in a developing country with a focus on the role of schooling in determining their wage growth at the early stages of their labor market experience.<sup>3</sup> Complexity of job mobility has been a central problem in labor market research (e.g., Farber, 1999; Neal, 1999; Hall and Kasten, 1976). In his seminal work, Rosen (1972) emphasizes the importance of learning opportunities along with production activities, which characterizes the dynamic occupational choices of workers. There are largely two lines of theoretical discussion in this area. First, Bandit models assert that agents learn about their ability by working; adolescents choose (subjectively) riskier jobs to learn about their abilities (Johnson, 1978; Miller, 1984).<sup>4</sup> Thus, Bandit models predict large variations in wages in the early stages of workers’ careers. Second, the stepping-stone theory asserts that agents try an easy job first to accumulate experience that will be useful for their next steps, when they switch to more difficult jobs (Jovanovic and Nyarko, 1997).<sup>5</sup> Under this theory, wage variations are likely small at the early stage of labor market experience, but increase gradually.

Empirical studies of occupational mobility show that mobility is relatively greater in the early stage, but decreases over time (Farber, 1999; Neal, 1999; Hall and Kasten, 1976). If heterogeneous workers and firms are first matched and the quality of the match is revealed gradually through learning, we can explain relatively large mobility in the early stages of labor market participation and the stylized fact that wages increase with tenure (Jovanovic, 1978).<sup>67</sup> If specific human capital accumulates over time, it is also optimal for workers to stay at the current firm since returns to the investment are accrued later.<sup>8</sup> Thus the frequency of turnovers decreases with tenure. However, whether the youth choose risker (more difficult) or safer (easier) jobs at the beginning of their careers remains unanswered.

The crucial difference between the Bandit model and the stepping-stone model comes from what agents learn by choosing a job. In the Bandit model, workers learn about their abilities, while, in the steppingstone model, they learn skills specific to an occupation (which are however partially transferable to another occupation). What potentially allows us to distinguish between the above two theories as an

> 3 A large volume of studies examined returns to tenure, i.e., whether wage rises with tenure (seniority). For example, see Altonji and Shakotko (1987), Altonji and Williams (1997), Abraham and Farber (1987), and Topel (1991). Farber (1999) summarizes the literature.

> 4 Prendergast and Stole (1996) used a similar framework to show that youngsters who eager to learn react to signals aggressively. Using a similar setup, Yamauchi (2001) studied the dynamics of earnings inequality in societies that exhibit different degrees of ability (endowment) and noise (shock) variances.

> 5 They use an input-target Bayesian learning model. Theoretically, the intuition behind the decision regarding sticking to one activity or switch to the next is essentially shared with Parente (1994) and Jovanovic and Nyarko (1996).

> 6 Flinn (1986) structurally tested the implications and support joint determination of wages and turnover. 7 In the sociology literature, Wilk, et al., (1995) support that gravitation to jobs commensurate with ability; highly able workers converge to jobs that require high levels of cognitive ability.

8 Though many studies suggest positive returns to labor market experience, only a few studies explicitly used a measurement of training investments to estimate returns to training (that is, largely, specific human capital). For example, Yamauchi, Poapongsakorn and Srianant (2009) shows significantly positive returns to on-the-job training among plant workers in Thailand.

2
empirical prediction is the dynamics of wage dispersions. Wage variation decreases over time in the Bandit model, while it increases in the stepping-stone model.

This paper investigates the role of education and ability in explaining the process of occupational mobility among young people. On this point, the literature shares a couple of thoughts on the role of education. First, Johnson (1978) conjectures that the subjective uncertainty about own ability is likely to be small among the relatively educated. Second, education may increase learning speed (Rosenzweig, 1995; Rosen, 1972).<sup>9</sup> Third, in the context of stepping-stone mobility, skill transferability can be an increasing function of education (general human capital vs specific human capital). Separately from the above line of research, Sicherman and Galor (1990) showed that schooling increases the likelihood of occupational upgrading. They find that education significantly increases career mobility controlling for occupation types (defined at the one digit level). This finding is consistent with Neal (1999), who supports two-stage search behavior, under which workers change their careers primarily in the early stage and tend to change only employers (firms) later.

In a different context, Yamauchi (2004) showed evidence for complementarity between schooling and destination experience among migrants in the Bangkok labor market. Upon arrival at the destination market, migrants start learning about their own abilities and their match to potential occupations. Wage growth is higher among educated migrants since they are matched to occupations that require a higher dimension of skills. A Bayesian learning model is built to generate a difference in wage growth between the educated and uneducated. The current study also shows that labor market experience and schooling are complementary.

The current study also highlights the role of ability, often unobserved but still measured by certain test scores, in determining labor market wages. Farber and Gibbons (1996) showed that time invariant variables correlated with ability but unobserved by employers are increasingly correlated with wages as experience increases. They also claimed that the role of education does not depend on labor market experience. The analysis in Section 4 uses academic achievement test scores to understand how the test scores affect changes in their occupations and wages. The findings are similar to those of Farber and Gibbons (1996), that is, ability appears to augment returns to experience.

This paper uses unique panel data of adolescents and young adults in the Philippines to disentangle wage dynamics and job changes in the labor market. In the literature on developing countries, details of labor market behavior especially among youth typically remain veiled due to lack of appropriate data. Our survey was implemented in eight provinces of the Philippines in 2010-2011, tracking 3,451 former students from 101 elementary schools to capture their schooling, work and family histories. The team used the grade-6 national achievement test score data to match with the sample students. This unique data set enables us to understand details of wage dynamics and work experience during the transition from school to labor markets.

The survey data record the most-updated monthly wage for each type of work among various work characteristics. If work contents (e.g., positions) changed, we traced wages even within the same firm. Thus an increase in wages associated with promotion within a firm was recorded. Examples include a

> 9 In an input target model, Rosenzweig (1995) argues that educated agents have a better precision in the learning process, which results in faster learning. For a more recent summary of related studies, see Rosenzweig (2010).

3
worker who switched from line A to B and experienced a large change of products produced or the nature of production process in which he/she was engaged, a worker transferred from factory A (location a) to B (location b), and a teenager who started working as a home helper and then found a new job promoting sales at a store. All these were recoded as separate jobs. In each case, a 4-digit occupation code was assigned. A great advantage of the above data is their ability to analyze the wage dynamics associated with work changes, especially since adolescents and young adults frequently change their work (supported by our sample as well as the literature). As described in Section 3, the average observed tenure in this group is 1.53 years (including cases where the employee remains at work).

The empirical analysis shows that, first, returns to experience are relatively large among adolescents. Second, returns to experience are higher if educational attainment and/or test score is higher. Third, ability, measured by test scores, positively influences the upgrading of occupations toward more skilled categories, although educational attainment plays an important role in determining the first occupation. The complementarity between schooling and experience is greater among good performers who showed high test scores; education and ability augment gains from accumulating labor market experiences.

The paper is organized as follows. Sections 2 and 3 describe the data and empirical framework, respectively. Empirical findings are summarized in Sections 4 and 5.

# **2. Data: Student Tracking Survey**

This section describes the data used in our analysis. The data come from the survey conducted in eight education divisions in the Philippines from July 2010 through April 2011. The survey aimed to gather household and individual data to assess the impact of a large school-based intervention implemented in 23 relatively poor divisions in the period 2001 to 2006.<sup>10</sup> For this objective, the survey includes 4 intervention and 4 non-intervention divisions. Each intervention division is paired with an adjacent nonintervention division in the same area so that the pair shares similar socioeconomic conditions. In the above method, our sample is grouped into four areas: (i) Ifugao and Neuva Vizcaya, (ii) Antique and Iloilo, (iii) Negros Oriental and Cebu, and (iv) Leyte and Western Samar. Figure 1 maps the 8 sample provinces in the Philippines.

The following three steps were followed: First, relatively poor municipalities (school districts) in each division were chosen. Municipalities of census-2000 income classes ranked 3 to 5 (where the highest income is rank 1 and the poorest is rank 6) were chosen from the adjacent area (near the division border) of an intervention and a non-intervention division (see Republic of the Philippines, 2001). In one intervention division, all of our school districts were taken from income classes ranked 4 and 5, which created an imbalance with the paired non-intervention division where some of the school districts are ranked 3.

Second, schools were randomly sampled from the list of elementary schools in school year (SY) 2002/03 satisfying three criteria: (i) total enrollment larger than 120, (ii) mono-grade (at least one class for each grade), and (iii) complete (having grades 1 to 6). That is, schools had an average of at least 20 students in

> 10 See Yamauchi and Liu (2013, 2014) for details on the school intervention.

4
each grade. In each intervention division, 15 schools were randomly sampled from the basic list satisfying the above mentioned conditions. Similarly, 10 schools were randomly sampled in non-intervention divisions. In Antique (an intervention division) we added 2 more schools since we found that 2 schools were severely damaged in a typhoon in 2006. Therefore, we have 17 schools in Antique.

Third, we collected lists of students enrolled at Grade 6 in SY 1999/00, SY2004/05 and SY2005/06. SY1999/00 is a pre-intervention cohort, while both SY2004/05 and 2005/06 are cohorts that were exposed to a school intervention if they lived in the intervention divisions. If schools did not keep student lists, we replaced them with schools that were randomly re-sampled from the basic school lists. The process required several months in each division.<sup>11</sup> We randomly sampled 15 students from the SY1999/00 Grade 6 class, and 20 students together from the Grade 6 classes of SY2004/05 and 2005/06. The sampling was done regardless of gender and age. Note that since the listed students are those who were enrolled at that time, some of our sample students might not have graduated from their elementary schools.<sup>12</sup> In the student tracking survey, we tracked our sample students to collect information on their schooling and work histories in detail as well as marriage, anthropometry and illness. The survey successfully tracked 3,451 cases out of the total of 3,487 students, which resulted in the tracking rate of 98.97%. Either face-to-face or phone interview was adopted. There were two stages in tracking activities. First, the teams tracked students who lived within their original divisions. This was done immediately after the household survey. Second, in the case of out-of-division tracking, the teams attempted to schedule face-to-face interviews with students who lived in the National Capital Region (NCR; Manila), Baguio and Cebu City. The teams tried to visit students who lived within the sample provinces, the above three metropolitan areas, or between northern Luzon and Manila to conduct face-to-face interviews. For students who lived outside these areas, we basically used phone interviews.

Table 1 shows the composition of our sample households and students. We have a total of 3,451 students in our sample. TEEP divisions and cohorts (school years of 2004/05 and 2005/06) are over-sampled. Among TEEP divisions, Ifugao shows smaller numbers in each grade-6 sample year due to the decision to drop some unreliable and unverified information in the second visit in the division.

Table 2 shows the highest grade completed. Though our sample has different age groups (cohorts) due to its sampling design, the majority of our students completed four years of high school. This is highly expected since even TEEP students (grade-6 in SY 2004/05 and 2005/06) would be expected to reach age 17 in the survey period (note that children graduate from high school at age 15/16 if they had no delay or repetition in schooling).<sup>13</sup> To characterize poverty levels of our sample households, we construct asset values in 2000 (evaluated at the 2010 price). The household survey collected information on asset holdings and values in 2010. For 2000, we only captured the holdings. Using the unit values in 2010 and asset holdings in 2000, it is

> 11 In Neuva Viscaya, it was difficult to have student lists from one school at the early stage, so this school was omitted from our sample. Instead we increased the number of students from two large schools (the total number of sample students in the division is kept the same).

> 12 We used enrollees as the basis since graduation creates sample selection.

> 13 Note that they often started experiencing works while enrolled in school.

5
possible to estimate the values in 2000. In case that they did not own an asset in 2010 but owned it in 2000, we used the average unit value in the same barangay (community) to estimate the asset value in 2000. The distribution of the 2000 total asset values follows log normal, which does not alert any irregularity in this sample.

In both face-to-face and phone interviews, the survey captured information on schooling and work histories in detail. Since our sample students were grade-6 enrollees in particular school years, we omit questions on their schooling histories up to that stage. Detailed information starts from high school entry and onward. We collected information on school (name and school ID), school type (public or private), age started, graduated or not, age graduated, age stopped if not graduated, reasons for stopping and whether still in school. At the college level, we also captured course majored first and degree attained.

On their transition from school to work, the survey asked the first time they left their parents' households and whether they returned permanently or temporarily, the reasons, and whether they currently live with their parents. In work history, details were identified for each work (if they are engaged for more than a month). Many of our sample students have experienced several jobs, which often started when they were still in school. The survey collected information on work description, occupation type, employment type, industry, when started and ended, types of reference, payment types and monthly earnings.

In this survey, we categorized students into three types based on their migration and household membership status: (i) in-town, (ii) migrant and (iii) transition. In the case of in-town, students stay in the same school area. They may or may not live with their parents or guardians. Migrant students live away from their town and also are not members of their parent/guardian households. Finally the third group of students categorized as transition students is those who live physically away from their towns, but still belong to their original households. For example, students who are temporarily staying in Manila to look for jobs, or who recently started living in a boarding house to attend college at a distance. This group may come back to their households or permanently migrate, which was still uncertain at the time of our survey.

Table 3 shows the distribution of student types. 69.34% of the students live in their original school areas, 22.11% are migrants and 8.55% are transitory students. If we add migrant and transitory students, more than 30% of our sample students are physically living away from their parents or guardian households.

The spatial distribution of our students by province is summarized in Table 4. The table shows the distributions of the whole sample. The sample students reside in diverse locations. Former students residing in provinces other than the sample provinces are either migrant or transit students. The number of migrant and transition students in the sample provinces are in parentheses. It is clear in the table that many former students head to Manila, its surrounding provinces, Banguet and Cebu (where Baguio and Cebu Cities are located, respectively).

# **3. Empirical Framework**

In this section, I describe the empirical framework. Empirical inference in this paper is based on wage dynamics. The wage equation is written as 6
> where ln _wit_ is log of monthly wage for individual _i_ at the _t_ -th job,<sup>_s_</sup> _i_<sup>is years of schooling completed,</sup><sup>_e_</sup> _it_ is years of labor market experience up to the _t_ -th job,<sup>_a_</sup> _i_<sup>is a measure of ability,</sup> _X t_ is a vector of

> individual characteristics (time-invariant),<sup>_q_</sup> _i_<sup>is the unobserved fixed error component specific to</sup> individual _i_ (including<sup>_a_</sup> _i_<sup>)and</sup>  _it_ is an error term. Wage is measured in monthly term for each work ( _t=1,2,....,T_ ). Parameter  in this context measures returns to labor market experience, but since a change in wage reflects a change of work contents, returns to experience is only realized through a series of discrete changes in work contents (among which a major change is that of occupations). Complementarity of schooling and experience is expressed as  1( _s_ , _a_ )  0 ; returns to experience increases with years of schooling. More generally, assume that  12( _s_ , _a_ )  0 , that is, ability augments the complementarity

> between experience and schooling. _X i_ includes gender, age started to work in the labor market, and, potentially, family backgrounds, and their effects change with jobs.

The above setup creates biased estimates due to potential correlations between human capital variables (<sup>_s_</sup> _i_<sup>and</sup><sup>_e_</sup> _it_<sup>) and</sup><sup>_q_</sup> _i_<sup>. If more able workers have attained more schooling and are likely to work longer (or</sup> upgrade occupations), the estimated<sup></sup> _t_<sup>and</sup>  ( _si_ .<sup>_a_</sup> _i_ ) are biased upward. To wipe out<sup>_q_</sup> _i_<sup>, we take first</sup> difference of Eq.(6) between the first ( _t=0_ ) and latest ( _t=T_ ) jobs: where I used the fact that<sup>_e_</sup> _i_ 0<sup></sup> 0 . The initial shock is not correlated with years of schooling completed under the assumption that workers started working upon completion of schooling. If this assumption is violated, labor market shocks can affect the decision to continue or stop schooling.

Labor market experience _eiT_ could be potentially influenced by the current shock. If a positive wage shock in the current time is positively correlated with years of experience,  ( _si_ ,<sup>_a_</sup> _i_ ) estimate can be potentially biased upward. However, since our wage is the average wage measured for each job, not at each time, the cumulative experience is less likely to be correlated with the average wage shock at the current job.

Moreover, one variant of the main analysis controls for ability by including test scores on the right hand side, which mitigates bias due to a potential correlation between wage growth and ability (though Eq(2) assumes that the unobserved fixed effects are constant in the level). The inclusion of an ability measure (e.g., test scores) is important as it reduces potential upward bias in the estimate of the schoolingexperience complementarity.

# **4. Descriptive Analysis: Wage and Occupational Dynamics**

7
In this section, I describe wage dynamics and labor market experience from the tracking data. As mentioned, the survey collected information on employment for each job in which our students have ever engaged. Table 5 summarizes some key variables. On average, our sample individuals began work slightly before age 17. Their average educational attainment is a little below high school completion. These observations imply that students are likely to have had some work experience (though they are short term) before completing their schooling. In some cases, therefore, both general and specific human capital seems to accumulate at the same time.

Figure 2 shows years of tenure of the first work in the sample. The distribution is highly skewed with the mean of 1.52 years. The median is close to zero. Figure 3 shows years of experience (defined as the period from the first time they worked to now). Though the distribution is similarly skewed, the mean is 3.86 years. Given the fact that our sample consists of the youth whose average age is about 20, both years of tenure and experience are small.

Table 6 Panel A shows summary statistics of log monthly earnings of each work, the first to tenth. The last row shows statistics for the most recent job (including the current one). If a former student worked as a family member and did not receive any salary, it will not show up in the table. The number of observations differs between the first job and the latest job because some of them did not receive a salary at the first job but were paid thereafter.

The table shows a clear picture of wage dynamics in our sample. On average, wage increases monotonically if students change jobs but the variation of wages decreases monotonically. This is probably because only those who have better opportunities can switch to the next job, and this process is selective. Interestingly, the minimum level of wage increases while the maximum decreases simultaneously. The variability of wages tends to become smaller along with occupational changes.

Panel B of the table shows similar statistics of the SY 1999/00 Gr-6 sample. In Panel A, it is possible that a mixture of two cohorts (SY 1999/00 and SY 2004/05 & 20005/06) created such artifacts. A more homogeneous group from the grade 6 cohort of SY 1999/00 also shows the same characteristics, which supports the robustness of the above findings. That is, the average wage tends to increase and the variance tends to decrease monotonically as they change jobs.<sup>14</sup> Next, I describe the effect of labor market experience on wage growth. The vertical axis in Figure 4 shows difference in log earnings between the latest and first jobs. Experience, measured in years by the time between the start of the first work and the beginning of 2011, is on the horizontal axis. Figure 4a shows experience effects for relatively educated and less educated workers. I use high school completion as the threshold. Figure 4b differentiates the sample by mathematics test scores. Interestingly, the relatively more schooled group reaches 40% growth at the 7-th year, while the relatively less schooled group only reaches 20% growth in the same span of time. In the latter, concavity sets in after 5 years. Mathematics test score also predicts the slope of wage growth. Those who scored higher than 75 percent in grade 6 show a higher wage growth starting from the very beginning of work experience than those who scored less than 50 percent.

> 14 At this stage, it is not clear whether only good performers can upgrade their occupations or work experience generally raises wages.

8
Lastly, occupational changes are characterized. The analysis uses the 1-digit occupation codes. Table A1 shows the multinomial Logit results on the initial occupation choice. The estimation includes age started, total household asset value in 2000, mother/guardian's age and years of schooling. The sample consists of those who started their first job at or above age 15. The omitted case is the occupation category 9, and the estimation does not include the category 0 in the Philippine occupation code system (the number of observations was only five in our sample). The results show that years of schooling significantly increase the likelihood of choosing occupations that require relatively high skills (categories 1 to 5). Females tend to choose occupations 4 and 5 (including housekeepers), but less so in the categories 6 to 8. Educational attainment appears to be an important determinant of the first entry point.

Figure 5 plots the relationship between the first and second occupations, measured by the 1 digit occupation codes. The transition path is differentiated by mathematics and English test scores. To predict transition paths, I used non-parametric smoothing. Interestingly, both graphs show that those who started from occupations in 1 to 4 and scored high in grade 6 tend to upgrade their occupations (i.e., occupation codes become smaller). Figure 6 show transitions from the first to the current occupations among those who have ever changed their jobs. Even in this longer dynamics, test scores (as a measure of ability) positively influence occupation upgrading if they entered in the occupations 1 to 4. Good academic performers in grade 6 have a higher tendency to upgrade their occupations, which also increases their wages along their occupational upgrading.

# **5. Empirical Results**

# **5.1 Returns to Schooling and Experience**

This section summarizes the empirical results. In Table 7, I use log earnings of the first and latest jobs as dependent variables. Column 1 shows a benchmark estimate of returns to schooling at the first job, 0.0862. Age is that of the time when students started the first job. In Column 2, tenure of the first job (measured in years, including both completed and incomplete cases) is used in addition to age started in the first job. Note that since by construct, we only observe the average wage for each job (position), the tenure effect could be possibly underestimated, which may offset the usual upward bias in the cross sectional estimates. The estimate of 0.0196 is about 20% of returns to schooling.

Columns 3 and 4 use the latest job. In Column 3, I use current age and its square term to represent experience effects. Signs of the estimates are consistent with the existing literature, i.e., the effect is increasing and concave. Column 4 explicitly uses experience in years (defined in the previous section). Returns to experience is 0.0408, which is more than twice as large as that of the first work tenure, and slightly smaller than a half of returns to schooling. In other words, potential gain from accumulating labor market experience is large.

The above estimates are, however, subject to bias due to unobserved error components that cannot be wiped out in the cross sectional analysis. Next, I conduct a panel analysis of wage growth to resolve the above problem.

9
# **5.2 Wage Growth: Complementarity between Schooling and Experience**

Table 8 summarizes panel analysis results using wage growth. I use the sample of former students who started their first job at or after age 15 to exclude work experiences that really started at too early stages. The estimation includes current province dummies to control for local labor market specific factors. In Column 1, experience captures the period between the initial and latest jobs, so it is time variant. We obtain a comparable estimate of returns to experience in the panel estimation, that is, 0.0356.

In Column 2, I include the interaction term of years of experience and schooling. Interestingly, the interaction is significantly positive whereas returns to experience become insignificant. Experience and schooling show complementarities, i.e., education augments the effect of experience on wage growth. This finding is in fact consistent with what we observed in Figure 4 (Section 4).

Column 3 verifies robustness of the above result by including the estimated value of household assets in 2000, mother/guardian's schooling and current age. Household assets significantly help students achieve higher wage growth, which implies that liquidity constraint affects the decision to switch occupations. Mother/guardian's characteristics seem not to affect this process. Even with these controls, we confirm that the complementarity of experience and education remains robust.

In Columns 4 and 5, I use school dummies to control for unobserved school (or community) specific factors. While province dummies were intended to control for the current labor market conditions, school dummies rather control for their common origin characteristics. The results confirm that the schoolingexperience complementarity remains robust.

In some cases, the above complementarity of schooling and experience should be interpreted carefully since some of former students accumulate work experience while in school, augmenting both general and specific human capital simultaneously. Since market wage increases with years of schooling completed, a part of the estimated returns to experience could be attributed to the result of increased schooling.

In the above analysis, the growth of wages is zero if they did not change jobs (we only captured one wage from each job). In this sense, positive returns to experience are attributed to job changes. Hence, the results in fact show that education helps agents to switch to a higher paying job in the labor market, and augments gains from accumulating labor market experience.<sup>15</sup> Moreover, this mechanism reveals that the effect of schooling on lifetime earnings can be much larger than what we observe from the early stage of their labor market experience. The difference in the long-term effect between the more educated and less educated was clear in Figure 4.

Since monthly wage was recorded for each job, this method can potentially create measurement as well as recall errors if the period for one job was long. The average tenure in the first job is 1.52 years, but as Figure 2 shows, some observations have a relatively long period of tenure in the first job. A preliminary analysis showed that those cases were mostly related to some kind of help provided to family businesses, including (seasonal) farming. Table A2 includes years of tenure in the first job (Column 1), and limits the sample to those who experienced the first job only in 4 years (Columns 2 and 3). The effect of the firstjob tenure is significantly negative in subsequent wage growth, implying that those who stay in the first

> 15 Using migrants in the Bangkok labor market, Yamauchi (2004) showed that schooling and destination experience are complementary, creating higher wage growth among educated migrants in the destination.

10
job for a long time sacrifice their subsequent wage growth. In all columns, the complementarity between schooling and experience remains robust.

The next analysis uses national achievement test scores explicitly to proxy unobserved abilities (Table 9). Since a preliminary analysis showed that the interaction between test scores and years of experience is insignificant, I interact test scores with the interaction of schooling and experience to investigate whether ability changes the complementarity between schooling and experience. Columns 1 and 2 use mathematics test scores, with province and school dummies respectively. Mathematics test scores significantly augment the schooling-experience complementarity. The linear effect of the scores is insignificant. The estimates of the complementarity are quite similar between the two columns. Columns 3 and 4 use English test scores. Interestingly, English test scores do not significantly alter the complementarity, in contrast to mathematics test scores, pointing to a qualitative difference in the functionality between the two subjects.

The above findings are consistent with the occupational upgrading observed in Figures 4b, 5 and 6. Good performers in national achievement tests tend to experience higher wage growth along with labor-market experience but the premium seems to come from their occupational mobility to more professional occupations. Ability, measured by test scores, augments the complementarity between schooling and experience, which is attributed to the upward upgrading of their occupations.

# **6. Conclusions**

This paper has examined wage dynamics and occupational mobility using panel data of adolescents’ labor market behavior and outcomes from the Philippines. The study shows, first, that returns to labor market experience are large, nearly a half of the conventional estimate of returns to schooling. Second, returns to experience are higher if educational attainment and/or test score is higher. Third, ability, measured by test scores, positively influences the upgrading of occupations toward more skilled categories, although educational attainment plays an important role in determining the first occupation. The complementarity between schooling and experience is greater among good performers who showed high test scores; education and ability augment gains from accumulating labor market experiences.

High unemployment rate among youth is a typical phenomenon of developing country labor markets. Mismatch and turnover are quite common at the early stage of their labor market experiences in those countries. The current evidence from the Philippines showed the importance of academic achievements, measured by both years of schooling completed and test scores, in upgrading their occupations to realize higher returns in the labor market and thus augmenting gains from accumulating labor market experiences.

11
# **References**

Altonji, J.G. and R. Shakotko, 1987, Do wages rise with seniority? _Review of Economic Studies_ 54: 437459.

Altonji, J.G. and N. Williams, 1997, Do wages rise with job seniority: A reassessment, _Industrial and Labor Relations Review_ , 58: 370-397.

Abraham, K.G. and H,S, Farber, 1987, Job duration, seniority and earnings, _American Economic Review_ 77: 278-297.

Farber, H.S., 1999, Mobility and stability: The dynamics of job change in labor markets, Chapter 37, Ashenfelter and D. Card, eds. _Handbook of Labor Economics_ , Volume 3, Amsterdam: Elsevier.

Farber, H.S., and R. Gibbons, 1996, Learning and Wage Dynamics, _Quarterly Journal of Economics_ 111: 1007-1047.

Flinn, C.J., 1986, Wages and job mobility of young workers, _Journal of Political Economy_ 94: S88-S110.

Hall R.E. and R.A. Kasten, 1976, Occupational mobility and the distribution of occupational success among young men, _American Economic Review: Papers and Proceedings_ , 66: 309-315.

Johnson, W.R., 1978, A theory of job shopping, _Quarterly Journal of Economics_ 92: 261-277.

Jovanovic, B., 1978, Job matching and the theory of turnover, _Journal of Political Economy_ 87: 972-990.

Jovanovic, B. and Y. Nyarko, 1997, Stepping-stone mobility, _Carnegie-Rochester Conference Series on Public Policy_ 46: 289-325.

Jovanovic, B. and Y. Nyarko, 1996, Learning by doing and the choice of technology, _Econometrica_ 64: 1299-1310.

Miller, R.A., 1984, Job matching and occupational choice, _Journal of Political Economy_ 92: 1086-1120.

Neal, D., 1999, The complexity of job mobility among young men, _Journal of Labor Economics_ 17: 237261.

Parente, S.L., 1994, Technology adoption, learning-by-doing, and economic growth, _Journal of Economic Theory_ 63: 346-369.

Prendergast, C. and L. Stole, 1996, Impetuous youngsters and jaded old-timers: Acquiring a reputation for learning, _Journal of Political Economy_ 104: 1105-1134.

Rosen, S., 1972, Learning and experience in the labor market, _Journal of Human Resources_ 7: 325-342.

Rosenzweig, M., 1995, Why are there returns to schooling? _American Economic Review: Papers and Proceedings_ , 85: 153-58.

Rosenzweig, M., 2010, Microeconomic approaches to development: Schooling, learning and growth, _Journal of Economic Perspectives_ 24: 81-96.

12
Sicherman, N. and O. Galor, 1990, A Theory of career mobility, _Journal of Political Economy_ 98: 169192.

Topel, R., 1991, Specific capital, mobility and wages: Wages rise with job seniority, _Journal of Political Economy_ 99: 145-176.

Wilk, S.L., L.B. Desmarais, and P.R. Sackett, 1995, Gravitation to jobs commensurate with ability: Longitudinal and cross-sectional tests, _Journal of Applied Psychology_ 80: 79-85.

Yamauchi, F., 2001, Does inequality of labor earnings emerge in young days or later? Labor earnings dynamics and learning about individual ability in heterogeneous society, _Journal of Economic Behavior and Organization_ 44: 413-434.

Yamauchi, F., 2004, Are experience and schooling complementary? Evidence from migrants' assimilation in the Bangkok labor market, _Journal of Development Economics_ 74: 489-513.

Yamauchi, F., N. Poapongsakorn and N. Srianant, 2009, Technical change and the returns and investments in firm-level training: Evidence from Thailand _, Journal of Development Studies_ 45: 16331650.

Yamauchi, F. and Y. Liu, 2013, "Impacts of an early stage education intervention on students' learning achievement: Evidence from the Philippines," _Journal of Development Studies_ 49: 208-222.

----------------, 2014, Gender-specific impacts of an early-stage education intervention on transition from school to work in the Philippines, Mimeograph, World Bank.

13
<!-- Start of picture text --> gx<br>tar,wy<br>Pte . ANTIQU<br>| be: .<br>e—_ persis<br>, “s ih<br><!-- End of picture text -->
Figure 4a Experience effects by years of schooling <!-- Start of picture text --> 0 2 4 6 8<br>Years of experience<br>Years of schooling < 10 Years of schooling >= 10<br>.4<br>.3<br>.2<br>.1<br>0<br><!-- End of picture text --> <!-- Start of picture text --> Years of schooling < 10<br><!-- End of picture text --> <!-- Start of picture text --> Years of schooling >= 10<br><!-- End of picture text --> Figure 4b Experience effects by mathematics test score <!-- Start of picture text --> 0 2 4 6 8<br>Years of experience<br>Math score < 50 Math score >75<br>.3<br>.2<br>.1<br>0<br><!-- End of picture text --> <!-- Start of picture text --> Math score >75<br><!-- End of picture text --> <!-- Start of picture text --> Math score < 50<br><!-- End of picture text --> 16
<!-- Start of picture text --> / —<br>_ ; /y<br>an _ a<br>f<br>J<br>Va<br>/<br><!-- End of picture text --> <!-- Start of picture text --> =——<br>: an ; (42<br>\,yJ \aJ<br>of<br><!-- End of picture text -->
<!-- Start of picture text --> iL<br><!-- End of picture text --> <!-- Start of picture text --> /<br><!-- End of picture text -->
Table 1 Sample student distributions

|Grade-6 school year Antique Cebu<br>|Ifugao Iloilo<br>|Leyte Negros Nueva Western<br>Oriental Vizcaya Samar|
|---|---|---|
|1999-2000 244 143|188 143|212 227 139 142|
|2004-2005 159 107|137 97|158 161 92 96|
|2005-2006 177 95|145 111|135 145 101 97|
|Total 3451 580 341|470 351|505 533 332 335|

Table 2 Grade completed

|Grade Numbers %|Cumulative|
|---|---|
|Grade 5 16 0.46|0.46|
|Grade 6 408 11.82|12.29|
|First Year High School 235 6.81|19.10|
|Second Year High School 233 6.75|25.85|
|Third Year High School 283 8.20|34.05|
|Fourth Year High School 1,432 41.50|75.54|
|First Year College 359 10.40|85.95|
|Second Year College 185 5.36|91.31|
|Third Year College 79 2.29|93.60|
|Fourth Year College 199 5.77|99.36|
|Fifth Year College 16 0.46|99.83|
|Masters units 5 0.14|99.97|
|Theology units 1 0.03|100.00|
|Total 3,451 100.00||

Table 3 Student migration status

|Status Numbers|% Cumulative|
|---|---|
|In-town 2,393|69.34 69.34|
|Migrant 763|22.11 91.45|
|Transition 295|8.55 100.00|
|Total 3,451|100.00|

19
Table 4 Spatial Distribution of Sample Student Locations

|Province|Numbers %|
|---|---|
|NA|4 0.12|
|Outside the Philippines|5 0.14|
|AGUSAN DEL NORTE|1 0.03|
|AKLAN|1 0.03|
|ALBAY|1 0.03|
|**ANTIQUE**|427(53) 12.37|
|BASILAN|1 0.03|
|BATANGAS|11 0.32|
|BENGUET|64 1.85|
|BUKINDNON|1 0.03|
|BULACAN|16 0.46|
|CAGAYAN|4 0.12|
|CAMARINES SUR|1 0.03|
|CAPIZ|2 0.06|
|CAVITE|40 1.16|
|**CEBU**|389(153) 11.27|
|<br>City of Manila, first district|<br>26 0.75|
|City of Manila, fourth district|85 2.46|
|City of Manila, second district|134 3.88|
|City of Manila, third district|38 1.10|
|DAVAO DEL SUR|1 0.03|
|EASTERN SAMAR|1 0.03|
|GUIMARAS|2 0.06|
|**IFUGAO**|350 (91) 10.14|
|ILOCOS NORTA|1 0.03|
|**ILOILO**|351 (68) 10.17|
|ISABELA|7 0.20|
|KALINGA|1 0.03|
|LA UNION|4 0.12|
|LAGUNA|25 0.72|
|**LEYTE**|383 (40) 11.10|
|<br>MAGUINDANAO|<br>1 0.03|
|MISAMIS ORIENTAL|2 0.06|
|MOUNTAIN PROVINCE|1 0.03|
|NEGROS OCCIDENTAL|25 0.72|
|**NEGROS ORIENTAL**|398 (40) 11.53|
|NEUVA ECIJA|5 0.14|
|**NEUVA VIZCAYA**|330 (34) 9.56|
|NORTHERN SAMAR|3 0.09|
|PALAWAN|4 0.12|
|PAMPANGA|15 0.43|
|PANGASINAN|7 0.20|
|QUEZON|3 0.09|
|QUIRINO|3 0.09|
|RIZAL|27 0.78|
|ROMBLON|1 0.03|
|SIQUIRE|1 0.03|
|SOUTH COTABATO|1 0.03|
|SOUTHERN LEYTE|1 0.03|
|SULTAN KUDARAT|1 0.03|
|SURIGAO DEL NORTE|2 0.06|
|SURIGAO DEL SUR|1 0.03|
|**WESTERN SAMAR**|238 (16) 6.90|
|ZAMBALES|2 0.06|
|ZAMBOANGA DEL SUR|2 0.06|
|Total|3,451|

Parentheses show the numbers of migrant and transition students in the sample provinces.

20
Table 5 Summary statistics of key variables

|Variable Obs|Mean Std. Dev. Min Max|
|---|---|
|Age 3442|20.1595 3.195528 13 35|
|Age started 2081|16.8789 2.725016 7 27|
|Tenure first work 2058|1.532151 1.901892 0 11.91667|
|Experience 2083|3.856377 2.795373 0 11.91667|
|Years of schooling completed 3451|9.623587 2.105069 5 15|
|Ln monthly earning, first work 2087|7.797334 0.7629667 4.382027 11.0021|
|Ln monthly earning, latest work 2096|7.945205 0.7746591 4.60517 11.0021|
|Math test score (percentage) 3072|53.87484 25.52473 1 100|
|English test score (percentage) 3062|54.73138 24.35777 1 100|

Table 6 Summary of wage changes

|Panel A: Whole sample = Grade 6 SY 1999<br>|/00, 2004/05, 2005/06<br>|
|---|---|
|Variable Obs|Mean Std. Dev. Min Max|
|Ln monthly earning work 1 2087|7.797334 0.7629667 4.382027 11.0021|
|Ln monthly earning work 2 953|8.010596 0.7429163 3.688879 11.4721|
|Ln monthly earning work 3 428|8.158618 0.7347695 5.010635 10.11985|
|Ln monthly earning work 4 167|8.219925 0.69886 6.214608 9.680344|
|Ln monthly earning work 5 73|8.243847 0.7370268 5.703783 9.903487|
|Ln monthly earning work 6 28|8.39052 0.5304251 7.313221 9.305651|
|Ln monthly earning work 7 12|8.731183 0.5693153 7.600903 9.798127|
|Ln monthly earning work 8 5|8.377627 0.8083283 7.495542 9.21034|
|Ln monthly earning work 9 2|9.153375 0.1360278 9.057189 9.249561|
|Ln monthly earning work 10 1|9.203517 N.A. 9.203517 9.203517|
|Ln monthly earning Latest work 2096|7.945205 0.7746591 4.60517 11.0021|
|Panel B: Year = Grade 6 SY 1999/00||
|Variable Obs|Mean Std. Dev. Min Max|
|Ln monthly earning work 1 1203|7.976535 0.7997942 4.382027 11.0021|
|Ln monthly earning work 2 685|8.12916 0.7472842 3.688879 11.4721|
|Ln monthly earning work 3 330|8.234511 0.7401675 5.010635 10.11985|
|Ln monthly earning work 4 135|8.275191 0.6901957 6.214608 9.680344|
|Ln monthly earning work 5 57|8.268559 0.7573615 5.703783 9.903487|
|Ln monthly earning work 6 24|8.458425 0.4740236 7.495542 9.305651|
|Ln monthly earning work 7 12|8.731183 0.5693153 7.600903 9.798127|
|Ln monthly earning work 8 5|8.377627 0.8083283 7.495542 9.21034|
|Ln monthly earning work 9 2|9.153375 0.1360278 9.057189 9.249561|
|Ln monthly earning work 10 1|9.203517 N.A. 9.203517 9.203517|
|Ln monthly earning Latest work 1208|8.173788 0.7731775 5.010635 11.0021|

21
Table 7 Wage regression

|Dependent: log monthly earnings|
|---|
|Work: First First Latest Latest|
|Years of schooling 0.0862 0.0884 0.0980 0.0942|
|(10.93) (11.16) (13.04) (11.55)|
|Tenure first work 0.0196<br>(1.87)|
|Experience 0.0408|
|(6.50)|
|Age started 0.1662 0.1738 0.1291|
|(2.69) (2.75) (2.09)|
|Age started squared -0.0024 -0.0025 -0.0018|
|(1.36) (1.41) (1.04)|
|Age 0.3642<br>(3.12)|
|Age squared -0.0074|
|(2.64)|
|Female -0.1902 -0.1786 -0.1937 -0.1793|
|(6.15) (5.64) (6.34) (5.66)|
|Province dummies yes yes yes yes|
|Number of observations 2024 2002 2067 2031|
|Number of provinces 49 49 49 49|
|R squared 0.2926 0.2979 0.2733 0.2707|

Numbers in parentheses are absolute t values with Huber robust standard errors. Current age is age started first job plus experience (years).

22
# Table 8 Wage growth

Dependent: Monthly earning growth Sample: Age started>=15

|Experience 0.0356|-0.0091 -0.0172 -0.0099 -0.0128|
|---|---|
|(5.80)|(0.49) (0.89) (0.50) (0.63)|
|Experience * years of schooling|0.0052 0.0056 0.0055 0.0054|
||(2.54) (2.64) (2.56) (2.47)|
|Age started -0.1664|-0.2141 -0.2037 -0.1902 -0.1843|
|(2.23)|(2.76) (2.64) (2.33) (2.25)|
|Age started squared 0.0039|0.0051 0.0047 0.0047 0.0044|
|(2.04)|(2.56) (2.38) (2.22) (2.08)|
|Female 0.0085|-0.0090 -0.0133 0.0192 0.0200|
|(0.31)|(0.32) (0.47) (0.65) (0.68)|
|Asset 2000|3.27E-08 3.08e-08|
||(2.93) (2.48)|
|Mother/guardian schooling|0.0031 0.0036|
||(1.72) (1.96)|
|Mother/guardian age|-0.0089 -0.0033|
||(1.91) (0.67)|
|Province dummies yes|yes yes|
|School dummies|yes yes|
|Number of observations 1692|1692 1692 1692 1692|
|Number of provinces 49|49 49|
|Number of schools|101 101|
|R squared 0.0973|0.1035 0.1101 0.1182 0.1229|

Numbers in parentheses are absolute t values with Huber robust standard errors. Current age is age started first job plus experience (years).

23
# Table 9 Wage Growth: Test Score Effects

Dependent: Monthly earning growth Sample: Age started>=15

|Experience|-0.0218|-0.0212|-0.0231|-0.0209|
|---|---|---|---|---|
||(0.98)|(0.90)|(1.05)|(0.90)|
|Experience * years of schooling|0.0035|0.0035|0.0038|0.0036|
||(1.32)|(1.22)|(1.42)|(1.25)|
|Experience * years of schooling * Math<br>|0.00005<br>(2.03)|0.00006<br>(1.96)|<br>||
|Experience * years of schooling * English<br>|<br>|<br>|0.00005<br>(1.64)|0.00005<br>(1.76)|
|Age started|-0.1794|-0.1633|-0.1809|-0.1686|
||(2.09)|(1.82)|(2.10)|(1.89)|
|Age started squared|0.0040|0.0038|0.0041|0.0039|
||(1.81)|(1.63)|(1.83)|(1.71)|
|Female|-00214|0.0129|-0.0160|0.0153|
||(0.70)|(0.40)|(0.52)|(0.47)|
|Asset 2000|4.01e-08|3.76e-08|4.16e-08|3.97e-08|
||(3.80)|(3.44)|(3.80)|(3.52)|
|Mother/guardian schooling|0.0021|0.0025|0.0022|0.0025|
||(1.10)|(1.28)|(1,14)|(1.30)|
|Mother/guardian age|-0.0118|-0.0064|-0.0117|-0.0064|
||(2.32)|(1.20)|(2.26)|(1.19)|
|Math|-0.0011|-0.0017|||
||(1.26)|(1.66)|||
|English<br>|<br>|<br>|-0.0012<br>(1.12)|-0.0018<br>(1.64)|
|Province dummies|yes||yes||
|School dummies||yes||yes|
|Number of observations|1487|1487|1481|1481|
|Number of provinces|45||45||
|Number of schools||101||101|
|R squared|0.1106|0.1329|0.1077|0.1349|

Numbers in parentheses are absolute t values with Huber robust standard errors. Current age is age started first job plus experience (years).

24
# Appendix Table A1 Initial occupation

|Estimation: Multinomial Logit|||
|---|---|---|
|Dependent: 1-digit occupation category<br>Sample: Age started >=15|(>=1 & <=9)||
|Occupation|1|2 3 4|
|Years of schooling|0.5359|1.5128 0.5797 0.6244|
||(3.00)|(8.82) (4.95) (8.88)|
|Female|0.3924|-0.1691 0.1754 1.2991|
||(0.41)|(0.40) (0.42) (4.91)|
|Occupation|5|6 7 8|
|Years of schooling|0.1818|0.0086 0.0484 0.1011|
||(5.40)|(0.10) (0.98) (1.54)|
|Female|0.4010|-1.6778 -1.6966 -1.1268|
||(3.19)|(3.80) (6.01) (4.00)|
|Number of observations|1703||
|R squared (pseudo)|0.1254||

Numbers in parentheses are absolute t values with Huber robust standard errors. The omitted case is occupation category 9. All the specifications include age started, total asset value (2000), mother/guardian’s age and years of schooling.

25
# Appendix Table A2 Tenure First Work

Dependent: Monthly earning growth Sample: Age started >=15 Tenure first work<4

|Experience|0.0029 -0.0035|-0.0151|
|---|---|---|
||(0.15) (0.16)|(0.63)|
|Experience * years of schooling<br>|0.0048 0.0055<br>|0.0059<br>|
||(2.31) (2.25)|(2.33)|
|Tenure first work|-0.0323 -0.0255||
||(3.46) (1.69)||
|Age started|-0.2080 -0.2056|-0.1947|
||(2.68) (2.50)|(2.37)|
|Age started squared|0.0049 0.0049|0.0045|
||(2.47) (2.31)|(2.12)|
|Female|-0.0203 -0.0213|-0.0256|
||(0.71) (0.71)|(0.79)|
|Asset 2000<br>|<br>|3.09E-08<br>(2.77)|
|Mother/guardian schooling<br>|<br>|0.0037<br>(1.90)|
|Mother/guardian age<br>|<br>|-0.0104<br>(2.01)|
|Province dummies|yes yes|yes|
|Number of observations|1672 1527|1527|
|Number of provinces|49 46|46|
|R squared|0.1127 0.1125|0.1189|

Numbers in parentheses are absolute t values with Huber robust standard errors. Current age is age started first job plus experience (years).

26