Economic Returns to Education: What We Know, What We Don’t Know, and Where We Are Going – Some Brief Pointers

The estimation of the economic return to education has perhaps been one of the predominant areas of analysis in applied economics for over 50 years. In this short note we consider some of the recent directions taken by the literature, and also some of the blockages faced by both science and policymakers in pushing forward some key issues. This serves by way of introduction to a set of papers for a special issue of the Economics of Education Review.Returns to education, education policy

Economic Returns to Education: What We Know, What We Don't Know, and Where We Are Going – Some Brief Pointers

The estimation of the economic return to education has perhaps been one of the predominant areas of analysis in applied economics for over 50 years. In this short note we consider some of the recent directions taken by the literature, and also some of the blockages faced by both science and policymakers in pushing forward some key issues. This serves by way of introduction to a set of papers for a special issue of the Economics of Education Review.education policy, returns to education

Education policy reform and the return to schooling from instrumental variables

This paper analyses levels of low literacy across twelve countries using the International Adult Literacy Survey. We go beyond existing work that only looks at the proportions below certain critical levels of literacy. Using methods developed for the measurement of poverty we calculate measures of literacy that are sensitive to the distribution of literacy within those defined as illiterate. This reveals a different pattern of the extent of literacy problems across countries and within some populations. These measures should be useful to policy makers who need to allocate resources to alleviate low literacy and numeracy.

Parental Education, Grade Attainment & Earnings Expectations among University Students

While there is an extensive literature on intergenerational transmission of economic outcomes (education, health and income for example), many of the pathways through which these outcomes are transmitted are not as well understood. We address this deficit by analysing the relationship between socio-economic status and child outcomes in university, based on a rich and unique dataset of university students. While large socio-economic differences in academic performance exist at the point of entry into university, these differences are substantially narrowed during the period of study. Importantly, the differences across socio-economic backgrounds in university grade attainment for female students is explained by intermediating variables such as personality, risk attitudes and time preferences, and subject/college choices. However, for male students, we explain less than half of the socio-economic gradient through these same pathways. Despite the weakening socio-economic effect in grade attainment, a key finding is that large socio-economic differentials in the earnings expectations of university students persist, even when controlling for grades in addition to our rich set of controls. Our findings pose a sizable challenge for policy in this area as they suggest that equalising educational outcomes may not translate into equal labour market outcomes.Socio-Economic Status, Education, Inequality, Discrimination

Decomposing Gender Differences in College Student Earnings Expectations

Despite the increasing coverage and prevalence of equality legislation and the general alignment of key determining characteristics such as educational attainment, gender differentials continue to persist in labour market outcomes, including earnings. Recently, evidence has been found supporting the role of typically unobserved non-cognitive factors in explaining these gender differentials. We contribute to this literature by testing whether gender gaps in the earnings expectations of a representative group of Irish university students are explained by simultaneously controlling for gender heterogeneity across a wide array of cognitive and noncognitive factors. Non-cognitive factors were found to play a significant role in explaining the gender gap, however, gender differentials persist even after controlling for an extensive range of cognitive and non-cognitive factors. Nearly three-quarters of the short run and two-thirds of the long run differential could not be explained.Gender, Education, Inequality, Discrimination, Earnings Expectations.

The distribution of discrimination in immigrant earnings - evidence from Britain 1974-1993

This paper uses the General Household Survey data for the UK to study earnings discrimination between natives and migrants. The key result is that the main source of discrimination is ethnicity rather than migrant status per se. This paper differs from the conventional focus in studies of earnings discrimination, which focus on mean wage differences. In contrast we study the entire distribution of the wage gap, and incorporate distributionally sensitive measures of the wage gap reflecting different levels of aversion to discrimination. Our results are consistent with previous studies for the UK that find that non-white immigrants are the most widely discriminated in terms of their labour market returns. Moreover this discrimination on the basis of colour is also present in the sub-sample of natives.

A Review of Estimates of the Schooling/Earnings Relationship, with Tests for Publication Bias

In this paper we provide an analytical review of previous estimates of the rate of return on schooling investments and measure how these estimates vary by country, over time, and by estimation method. We find evidence reporting (or file drawer') bias in the estimates and, after due account is taken of this bias, we find that differences due to estimation method are much smaller than is sometimes reported, although some are statistically significant. We also find that estimated returns are higher in the U.S. and they have increased in the last two decades.

An Econometric Analysis of Burglary in Ireland

This paper outlines an econometric model of the level of burglary in Ireland between 1952 and 1998. We explain the evolution of the trend in Burglary in terms of demographic factors - in this case the share of young males in the population, the macro-economy in the form of consumer expenditure and two characteristics of the criminal justice system - the detection rate for these crimes and the size of the prison population. The share of young males is associated with higher levels of these crimes. Imprisonment and detection act as powerful forces for reducing crimes, the effects of aggregate consumption are more difficult to pin down but we show that higher spending is associated with more lucrative but probably fewer crimes. One somewhat surprising result is that we were unable to find any robust effect from direct measures of labour market activity such as unemployment rates or wage levels.