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作者：Eriksson, Tor; Kristensen, Nicolai
作者单位：Aarhus University; IZA Institute Labor Economics
摘要：The two key predictions of hedonic wage theory are that there is a trade-off between wages and nonmonetary rewards and that the latter can be used as a sorting device by firms to attract and retain the kind of employees they desire. We use the vignettes method to estimate individuals' willingness-to-pay for fringe benefits and job amenities. We find negative wage-fringe trade-offs, considerable heterogeneity in willingness-to-pay for fringe benefits, and signs of sorting.
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作者：Fiorini, Mario; Keane, Michael P.
作者单位：University of Technology Sydney; University of Oxford
摘要：The allocation of children's time among different activities may be important for cognitive and noncognitive development. Here, we exploit time use diaries from the Longitudinal Study of Australian Children to study the effects of time allocation. By doing so, we characterize the trade-off between different activities to which a child is exposed. On the one hand, our results suggest that time spent in educational activities, particularly with parents, is the most productive input for cognitive...
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作者：Zimmerman, Seth D.
作者单位：Yale University
摘要：I combine a regression discontinuity design with rich data on academic and labor market outcomes for a large sample of Florida students to estimate the returns to college admission for academically marginal students. Students with grades just above a threshold for admissions eligibility at a large public university in Florida are much more likely to attend any university than below-threshold students. The marginal admission yields earnings gains of 22% between 8 and 14 years after high school ...
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作者：Kuziemko, Ilyana
作者单位：Princeton University; National Bureau of Economic Research
摘要：I model how children's acquisition of a given form of human capital incentivizes adults in their household to either learn from them (if children can teach the skill to adults, adults' cost of learning falls) or lean on them (if children's human capital substitutes for that of adults in household production, adults' benefit from learning falls). Using variation in compliance with an English-immersion mandate in California schools, I find that English instruction improved immigrant children's E...
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作者：Biewen, Martin; Fitzenberger, Bernd; Osikominu, Aderonke; Paul, Marie
作者单位：Eberhard Karls University of Tubingen; IZA Institute Labor Economics; Leibniz Association; DIW Berlin - Deutsches Institut fur Wirtschaftsforschung; University of Freiburg; Leibniz Association; Zentrum fur Europaische Wirtschaftsforschung (ZEW); University Hohenheim; University of Duisburg Essen
摘要：This article revisits the effectiveness of public-sponsored training programs for Germany accounting for dynamic selection into heterogeneous programs. We carefully assess to what extent various aspects of our empirical strategy, such as conditioning flexibly on employment and benefit histories, the availability of rich data, handling of later program participations, and further methodological choices affect our estimates. Our results imply pronounced negative lock-in effects in the short run ...
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作者：Castex, Gonzalo; Dechter, Evgenia Kogan
作者单位：Central Bank of Chile; University of New South Wales Sydney
摘要：This study examines changes in returns to formal education and cognitive skills over the past 20 years using the 1979 and 1997 waves of the National Longitudinal Survey of Youth. We show that cognitive skills had a 30%-50% larger effect on wages in the 1980s than in the 2000s. Returns to education were higher in the 2000s. These developments are not explained by changing distributions of workers' observable characteristics or by changing labor market structure. We show that the decline in retu...
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作者：Jackson, C. Kirabo
作者单位：Northwestern University; National Bureau of Economic Research
摘要：Unlike in elementary school, high school teacher effects may be confounded with both selection to tracks and track-level treatments. I document confounding track effects and show that traditional tests for the existence of teacher effects are biased. After accounting for biases, high school algebra and English teachers have smaller test score effects than found in previous studies and value-added estimates are weak predictors of teachers' future performance. Results indicate that either (a) te...
