7,375 research outputs found

    Vocational and Academic Education in High School: Complements or Substitutes

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    [Excerpt] A number of blue ribbon-panels have called for increases in the number academic courses required for graduation from high school and for lengthening the school day and the school year. Most states have adopted the first of these recommendations but not the second. With the amount of time a student spends in school remaining constant, increases in the number of required academic courses force reductions elsewhere. Which activities should be reduced? Should the reduction be made in study halls, music and fine arts,physical education, and life skills courses or should it come in vocational education? The answer to this question will not be the same for every student. High school graduates who do not want to go to college and plan to work immediately after graduating probably have very different feelings about course selection than a student who aspires to being an artist

    Applying for Entitlements: Employers and the Targeted Jobs Tax Credit

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    The Targeted Jobs Tax Credit (TJTC) is probably the most outstanding example of a generous entitlement program with a very low participation rate. Only about 10 percent of eligible youth hired are claimed as a tax credit by their employers. The causes of the low participation rates are analyzed by estimating a Poisson model of the number of TJTC-eligibles hired and certified during 1980, 1981, and 1982. Information costs, both fixed and variable, are found to be key barriers to TJTC participation. The cost- effectiveness of TJTC is low because of the stigma attached and the very high recruitment costs of hiring additional TJTC-eligibles. Because employers find it relatively cheap to certify after the fact eligible new employees who would have been hired anyway, this passive mode of participating in TJTC predominates

    Do Some Employers Share the Costs and Benefits of General Training?

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    [Excerpt] One of the central propositions of the human capital theory of on-the-job training is that workers pay all the costs and receive all the benefits of general training (see Ehrenberg and Smith 1996, Filer, Hammermesh and Rees 1996, Borjas 1996, Kaufman 1986). Since general training raises a worker\u27s ability to be productive in other organizations as well as the one providing the training, the training firm must pay a wage commensurate with the trained worker\u27s new higher level of productivity if they are to prevent the loss of their trained workers. Since the workers, not the firm, get the benefits of the training, firms [will] provide general training only if they [do] not have to pay any of the costs (Becker 1962 p. 13). Since the training is of value to prospective trainees, equilibrium in the training market requires that employees pay for general on-the-job training by receiving wages below what could be received elsewhere (Becker 1962 p. 13) in a job offering no training. Is this correct? Do Workers pay all the costs of training in skills that are technically general (i.e. useful at other firms)--WPAC for short? Do workers receive all the benefits of general training ( WRAB for short)

    Applying for Entitlements: Employers and the Targeted Jobs Tax Credit

    Get PDF
    The Targeted Jobs Tax Credit is probably the most outstanding example of a generous entitlement program with very low participation rates. Only about 10 percent of eligible youth are claimed. The causes of the low participation rate were analyzed by estimating a poisson model of the number of TJTC eligibles hired and certified during 1980, 1981 and 1982. Information costs, both fixed and variable, were found to be key barriers to TJTC participation. The cost effectiveness of TJTC is low because the stigma and recruitment costs of hiring additional TJTC eligibles are very high. Employers find it relatively cheap to passively certify eligible new hires who would have been hired anyway so this mode of participating in TJTC predominates

    Why Are Wage Profiles so Flat During the First Year on a Job?

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    This paper presents evidence that productivity net of general training costs rise 4 or 5 times more rapidly than wage rates during the first 2 years on a job. This occurs for three reasons. First, sorting, high job search costs and the reputational damages that result from premature separations cause workers to prefer front loaded compensation packages which reduce the likelihood of involuntary terminations. Second, due to progressive income taxation and poor access to credit, workers discount the future more heavily than employers. Front-loading compensation is, therefore, a relatively cheap way for employers to attract top quality new hires. Finally, the minimum wage and union contracts also tend to force flat wage profiles

    Quantitative and empirical demonstration of the Matthew effect in a study of career longevity

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    The Matthew effect refers to the adage written some two-thousand years ago in the Gospel of St. Matthew: "For to all those who have, more will be given." Even two millennia later, this idiom is used by sociologists to qualitatively describe the dynamics of individual progress and the interplay between status and reward. Quantitative studies of professional careers are traditionally limited by the difficulty in measuring progress and the lack of data on individual careers. However, in some professions, there are well-defined metrics that quantify career longevity, success, and prowess, which together contribute to the overall success rating for an individual employee. Here we demonstrate testable evidence of the age-old Matthew "rich get richer" effect, wherein the longevity and past success of an individual lead to a cumulative advantage in further developing his/her career. We develop an exactly solvable stochastic career progress model that quantitatively incorporates the Matthew effect, and validate our model predictions for several competitive professions. We test our model on the careers of 400,000 scientists using data from six high-impact journals, and further confirm our findings by testing the model on the careers of more than 20,000 athletes in four sports leagues. Our model highlights the importance of early career development, showing that many careers are stunted by the relative disadvantage associated with inexperience.Comment: 13 pages, 7 figures, 4 Tables; Revisions in response to critique and suggestions of referee

    Formation of Warped Disks by Galactic Fly-by Encounters. I. Stellar Disks

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    Warped disks are almost ubiquitous among spiral galaxies. Here we revisit and test the `fly-by scenario' of warp formation, in which impulsive encounters between galaxies are responsible for warped disks. Based on N-body simulations, we investigate the morphological and kinematical evolution of the stellar component of disks when galaxies undergo fly-by interactions with adjacent dark matter halos. We find that the so-called `S'-shaped warps can be excited by fly-bys and sustained for even up to a few billion years, and that this scenario provides a cohesive explanation for several key observations. We show that disk warp properties are governed primarily by the following three parameters; (1) the impact parameter, i.e., the minimum distance between two halos, (2) the mass ratio between two halos, and (3) the incident angle of the fly-by perturber. The warp angle is tied up with all three parameters, yet the warp lifetime is particularly sensitive to the incident angle of the perturber. Interestingly, the modeled S-shaped warps are often non-symmetric depending on the incident angle. We speculate that the puzzling U- and L-shaped warps are geometrically superimposed S-types produced by successive fly-bys with different incident angles, including multiple interactions with a satellite on a highly elongated orbit.Comment: 16 pages, 13 figures, 3 tables. Accepted for publication in Ap
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