College Choice and Subsequent Earnings: Results Using Swedish Sibling Data

Using data on 19,000 whole siblings, it is shown that earnings vary significantly among students who have graduated from different colleges. The cross-section estimates are up to twice the within-family estimates, indicating that a regression estimator of college effects that does not adjust properly for family characteristics will overestimate the earnings premium of college. This study also shows that the effects of college choice vary between sisters and brothers and that there is a relationship between teacher quality and the college effects. These findings suggest that there is no straightforward interpretation of college in individual earnings equations. Copyright The editors of the "Scandinavian Journal of Economics", 2005 .

Labels, identity, and narratives in children with primary speech and language impairments

Over time, the labels used for various speech and language impairments change. For example, language impairment in children has been called developmental dysphasia/aphasia, language impairment/ disorder/delay/difficulties (Bishop, 2013). Changes in labels reflect our evolving understanding of the nature of a disorder but also the changing social context and mores. Currently a number of terms are in use for speech and language impairments which may be used differently by practitioners and researchers in education and health contexts. For example, the phrase ‘speech, language, and communication needs’ (SLCN) was coined in the UK by the Bercow review to encompass the widest range of these impairments. However the term is used and understood in a variety of ways by different professionals and not used at all by parents (Dockrell, Lindsay, Roulstone, & Law, 2014; Roulstone & Lindsay, 2012). The use of other labels such as specific language impairment or language delay is by no means straightforward as recent debates have illustrated (Bishop, 2014; Reilly et al., 2014). That debate reflected the views of academics, clinicians, educators, and parents (Bishop, 2014; Huneke & Lascelles, 2014; Lauchlan & Boyle, 2014). While professionals debate the best label to describe language impairments, it is evident that language impairments are not well understood in the public domain when compared with other diagnostic categories such as Autism, and ADHD (Kamhi, 2004)