Earnings Inequalities and Educational Mobility in Brazil over Two Decades

This paper studies the impact of changes in educational opportunities on various definitions of labour market inequalities in Brazil over two decades (1976-96). Using four editions of the nationally representative PNAD survey, we analyze the evolution of overall inequalities and inequalities of opportunity in 40-49 year old males’ earnings. We design and implement semiparametric decompositions of the respective effects of (i) schooling expansion, (ii) changes in the structure of earnings, and (iii) changes in intergenerational educational mobility. Earnings inequalities varied little over the period, with a peak in the late 1980s that can be imputed to hyperinflation. First of all, the decompositions show that changes in the distribution of education contributed to the increase in both overall earnings inequalities and inequalities of opportunity among the oldest generations, before sharply reducing them among the post-WWII cohorts. Secondly, the decrease in returns to education also contributed to equalizing labour market opportunities in the 1988-96 period. Thirdly and lastly, the changes in educational mobility were not large enough to significantly affect earnings inequalities, whereas it is shown that they should play a prominent role in equalizing opportunities in the future.Equality of opportunities, Labour market, Inequality decomposition, Brazil

The Measurement of Educational Inequality: Achievement and Opportunity

This paper proposes two related measures of educational inequality: one for educational achievement and another for educational opportunity. The former is the simple variance (or standard deviation) of test scores. Its selection is informed by consideration of two measurement issues that have typically been overlooked in the literature: the implications of the standardization of test scores for inequality indices, and the possible sample selection biases arising from the Program of International Student Assessment (PISA) sampling frame. The measure of inequality of educational opportunity is given by the share of the variance in test scores that is explained by pre-determined circumstances. Both measures are computed for the 57 countries in which PISA surveys were conducted in 2006. Inequality of opportunity accounts for up to 35 percent of all disparities in educational achievement. It is greater in (most of) continental Europe and Latin America than in Asia, Scandinavia, and North America. It is uncorrelated with average educational achievement and only weakly negatively correlated with per capita gross domestic product. It correlates negatively with the share of spending in primary schooling, and positively with tracking in secondary schools.educational inequality, educational achievement, inequality of opportunity

Angular dependent planar metamagnetism in the hexagonal compounds TbPtIn and TmAgGe

Detailed magnetization measurements, M(T,H,theta), were performed on single crystals of TbPtIn and TmAgGe (both members of the hexagonal Fe_2P/ZrNiAl structure type), for the magnetic field H applied perpendicular to the crystallographic c axis. These data allowed us to identify, for each compound, the easy-axes for the magnetization, which coincided with high symmetry directions ([120] for TbPtIn and [110] for TmAgGe). For fixed orientations of the field along each of the two six-fold symmetry axes, a number of magnetically ordered phases is being revealed by M(H,T) measurements below T_N. Moreover, T ~ 2 K, M(H)|_theta measurements for both compounds (with H applied parallel to the basal plane), as well as T = 20 K data for TbPtIn, reveal five metamagnetic transitions with simple angular dependencies: H_{ci,j} ~ 1/cos(theta +/- phi), where phi = 0^0 or 60^0. The high field magnetization state varies with theta like 2/3*mu_{sat}(R^{3+})*cos(theta), and corresponds to a crystal field limited saturated paramagnetic, CL-SPM, state. Analysis of these data allowed us to model the angular dependence of the locally saturated magnetizations M_{sat} and critical fields H_c with a three coplanar Ising-like model, in which the magnetic moments are assumed to be parallel to three adjacent easy axes. Furthermore, net distributions of moments were inferred based on the measured data and the proposed model

Radiative transitions in mesons in a non relativistic quark model

In the framework of the non relativistic quark model, an exhaustive study of radiative transitions in mesons is performed. The emphasis is put on several points. Some traditional approximations (long wave length limit, non relativistic phase space, dipole approximation for E1 transitions, gaussian wave functions) are analyzed in detail and their effects commented. A complete treatment using three different types of realistic quark-antiquark potential is made. The overall agreement with experimental data is quite good, but some improvements are suggested.Comment: 42 pages, 2 figure

The measurement of educational inequality : achievement and opportunity

This paper proposes two related measures of educational inequality: one for educational achievement and another for educational opportunity. The former is the simple variance (or standard deviation) of test scores. Its selection is informed by consideration of two measurement issues that have typically been overlooked in the literature: the implications of the standardization of test scores for inequality indices, and the possible sample selection biases arising from the Program of International Student Assessment (PISA) sampling frame. The measure of inequality of educational opportunity is given by the share of the variance in test scores that is explained by pre-determined circumstances. Both measures are computed for the 57 countries in which PISA surveys were conducted in 2006. Inequality of opportunity accounts for up to 35 percent of all disparities in educational achievement. It is greater in (most of) continental Europe and Latin America than in Asia, Scandinavia, and North America. It is uncorrelated with average educational achievement and only weakly negatively correlated with per capita gross domestic product. It correlates negatively with the share of spending in primary schooling, and positively with tracking in secondary schools.Teaching and Learning,Secondary Education,Education For All,Poverty Impact Evaluation,Tertiary Education

Measuring inequality of opportunity with imperfect data : the case of Turkey

The measurement of inequality of opportunity has hitherto not been attempted in a number of countries because of data limitations. This paper proposes two alternative approaches to circumventing the missing data problems in countries where a demographic and health survey and an ancillary household expenditure survey are available. One method relies only on the demographic and health survey, and constructs a wealth index as a measure of economic advantage. The alternative method imputes consumption from the ancillary survey into the demographic and health survey. In both cases, the between-type share of overall inequality is computed as a lower bound estimator of inequality of opportunity. Parametric and non-parametric estimates are calculated for both methods, and the parametric approach is shown to yield preferable lower-bound measures. In an application to the sample of ever-married women aged 30-49 in Turkey, inequality of opportunity accounts for at least 26 percent (31 percent) of overall inequality in imputed consumption (the wealth index).Inequality,Economic Theory&Research,Population Policies,Rural Poverty Reduction,Equity and Development

Inequality of Educational Opportunities in Egypt

This paper documents inequalities in access to education and educational achievements at basic and secondary education levels in Egypt. Examination of three cohorts suggests that, although basic education has democratized, some inequities in access to general secondary and college education have persisted over the past two decades. The analysis of test-scores from TIMSS and national examinations over time shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as socioeconomic background and birthplace. The high level of overall achievement inequality observed makes inequities in learning opportunities between Egyptian youth high compared to other countries in absolute levels. Moreover learning gaps among pupils from different backgrounds appear at early grades. High and unequal levels of expenditures in private tutoring and tracking into vocational and general secondary schools that depends on a high stakes examination substantially contribute to unequal learning outcomes

Benefit in the wake of disaster: Long-run effects of earthquakes on welfare in rural Indonesia

We examine the long-term effects on individual economic outcomes of a set of earthquakes - numerous, large, but mostly not extreme - that occurred in rural Indonesia since 1985. Using longitudinal individual-level data from large-scale household surveys, together with precise measures of local ground tremors obtained from a US Geological Survey database, we identify the effects of earthquakes, exploiting the quasi-random spatial and temporal nature of their distribution. Affected individuals experience short-term economic losses but recover in the medium-run (after two to five years), and even exhibit income and welfare gains in the long term (six to 12 years). The stocks of productive assets, notably in farms, get reconstituted and public infrastructures are reconstructed with some improvements, seemingly partly through external aid, allowing productivity to recover. These findings tend to discount the presence of poverty traps, and exhibit the potential long-term benefits from post-disaster interventions in context where disasters primarily affect physical assets

Benefits to elite schools and the formation of expected returns to education: Evidence from Mexico City

We study the effects of admission into elite public high schools in Mexico City on students' expected earnings, arguing these effects provide an indication of the value-added those schools produce. Using data for the centralized and exam-based allocation of students into schools and an adapted regression discontinuity design strategy, we find that admission substantially increases learning achievement, and also the future earnings and returns students expect from a college education, but no effect on the earnings expected with high school education alone. This suggests that students believe that the benefits from their elite education are complements to a college education

Magnetocaloric effect in the intermetallic compound DyNi

Magnetic and heat capacity measurements have been carried out on the polycrystalline sample of DyNi which crystallizes in the orthorhombic FeB structure (space group Pnma). This compound is ferromagnetic with a Curie temperature of 59 K. Magnetization-field isotherms at low temperatures shows a step-like behavior characteristic of metamagnetic transitions. The magnetocaloric effect has been measured both in terms of isothermal magnetic entropy change and adiabatic temperature change for various applied magnetic fields. The maximum values of the entropy change and the temperature change are found to be 19 Jkg-1K-1 and 4.5 K, respectively, for a field of 60 kOe. The large magnetocaloric effect is attributed to the field-induced spin-flop metamagnetism occurring in this compound, which has a noncollinear magnetic structure at low fields.Comment: 11 page