Social Networks in The Boardroom

This paper provides empirical evidence consistent with the facts that (1) social networks may strongly affect board composition and (2) social networks may be detrimental to corporate governance. Our empirical investigation relies on a large dataset on executives and outside directors of corporations listed on the Paris stock exchange over the 1992-2003 period. This data source is a matched employer employee dataset providing both detailed information on directors/CEOs and information on the firm employing them. We first find a very strong and robust correlation between the CEO's network and that of his directors. Networks of former high ranking civil servants are the most active in shaping board composition. Our identification strategy takes into account (1) firm and directors' fixed effects and (2) matching of firms and director along one observable and one unobservable characteristic. We then turn to real effects of such network activity. We find that firms where these networks are most active are less likely to change CEO when they underperform. This suggests that social networks in the board room impair corporate governance.

Does Entry Regulation Hinder Job Creation? Evidence from the French Retail Industry

Does entry regulation hinder job creation? We investigate this question in the context of the French retail industry, a sector that has experienced especially low rates of job creation over the last 25 years. Since the early 70s, the French government has required regional zoning board approval for the creation or extension of any large retail store. Using a unique database that provides time and regional variation in boards' approval decisions, we show that this requirement created barriers to entry in the retail sector. We also show that these barriers to entry, either measured directly by approval rates or predicted by the political composition of the boards, weakened employment growth in the retail industry. Our findings indicate that retail employment could have been more than 10% higher today had entry regulation not been introduced. Promoting product market competition may thus be a key reform for countries with poor employment performance.

When strong ties are strong Networks and youth labor market entry

The conditions under which young workers find their first real post-graduation jobs are both very important for the young’s future careers and insufficiently known given their public policy implications. To study these conditions, and in particular the role played by networks, we use a Swedish population-wide linked employer-employee data set of graduates from all levels of schooling which includes detailed information on family ties, neighborhoods, schools, and class composition over a period covering high as well as low unemployment years. We find that strong social ties (parents) are an important determinant of where young workers find their first job. This remarkably robust effect is estimated controlling for all confounding factors related to time, location, education, occupation, and the interaction of these. The effect is larger if the graduate’s position is “weak” (low education) or during high unemployment years, a pattern which does not emerge when analyzing the role of weak ties (neighbors or friends as measured using classmates and their parents). On the hiring side, by contrast, the effects are larger if the parent’s position is “strong” (e.g. by tenure or wage). We find no evidence of substitution in recruitment over time and fields induced by “family ties hires”. However, we do find that, just after their child is hired in their plant, parents experience a sharp drop in their wage growth. Overall, our results show that strong (family) ties are more important in the job finding process of young workers in weak positions than those weak ties usually measured in the literature (neighbors, in particular), suggesting that labor market experience and education are essential conditions for weak ties to be strong.Weak ties; social networks; youth employment

Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes

This paper studies the impact of different teacher and class characteristics on third graders' outcomes. It uses a feature of the French system in which some novice teachers start their jobs before receiving any training. Three categories of teachers are included in the sample: experienced teachers, trained novice teachers and untrained novice teachers. To identify the effects, we use administrative mistakes in forecasting the number of teachers. We find that trained and untrained novice teachers are assigned to similar classes, whereas experienced teachers have better students located in better environments. Hence, in order to match similar students and classes, we focus on pupils with novice teachers and discard those with experienced teachers. In addition, we show that the same sample can be used to estimate the causal effect of class size on students' outcomes. Our findings are: (1) teachers' training substantially improves students' test scores in mathematics; (2) this training effect does not rely on different teaching practices, but mainly on subject matter competence; untrained teachers who majored in sciences at university improve their students' achievement as much as trained teachers do; (3) the class size effect is substantial and significant; class size does not seem to be correlated with instructional practices; (4) teachers' training does not improve the scores of initially low-achieving students and classes; on the contrary, a smaller class is more beneficial to low-achieving students within classes and to all students in low-achieving classes.teachers' training, class size

Labor Disputes and Labor Flows

About one in four workers challenges her dismissal in front of a labor court in France. Using a data set of individual labor disputes brought to French courts over the years 1996 to 2003, we examine the impact of labor court activity on labor market flows. First, we present a simple theoretical model showing the links between judicial costs and judicial case outcomes. Second, we exploit our model as well as the French institutional setting to generate instruments for these endogenous outcomes. In particular, we use shocks in the supply of lawyers who resettle close to their university of origin. Using these instruments, we show that labor court decisions have a causal effect on labor flows. More trials and more cases won by the workers cause more job destructions. More settlements, higher filing rates, and a larger fraction of workers represented by a lawyer dampen job destructions. Various robustness checks confirm these findings.labor judges, labor flows, employment protection legislation, unfair dismissal, France

Dissecting trade: firms, industries, and export destinations

We examine entry across 113 national markets in 16 different industries using a comprehensive data set of French manufacturing firms. The data are unique in indicating how much each firm exports to each destination. Looking across all manufacturers: (1) Firms differ substantially in export participation, with most selling only at home; (2) The number of firms selling to multiple markets falls off with the number of destinations with an elasticity of ?2.5; (3) Decomposing French exports to each destination into the size of the market and French share, variation in market share translates nearly completely into firm entry while about 60 percent of the variation in market size is reflected in firm entry. Looking within each of 16 industries we find little variation in these patterns. We propose that any successful model of trade and market structure must confront these facts.Exports ; International trade

Changes in the Relative Structure of Wages and Employment: A Comparison of the United States, Canada, and France

Standard models suggest that adverse labor demand shocks will lead to bigger employment losses if institutional factors like minimum wages and trade unions prevent downward wage adjustments. Some economists have argued that this insight explains the contrast between the United States, where real wages fell over the 1980s and aggregate employment expanded vigorously, and Europe, where real wages were (roughly) constant and employment was stagnant. We test this hypothesis by comparing changes in wages and employment rates over the 1980s for different age and education groups in the United States, Canada, and France. We argue that the same forces that led to falling real wages for less-skilled workers in the U.S. affected similar workers in Canada and France. Consistent with the view that labor market institutions are more rigid in France, and more flexible in the U.S., we find that relative wages of less-skilled workers fell the most in the U.S., fell somewhat less in Canada, and did not fall at all in France. Contrary to expectations, however, we find little evidence that wage inflexibilities generated divergent patterns of relative employment growth across the three countries.

What Makes a Test Score? The Respective Contributions of Pupils, Schools and Peers in Achievement in English Primary Education

This study develops an analytical framework for evaluating the respective contributions of pupils, peers, and school quality in affecting educational achievement. We implement this framework using rich data from England that matches pupils to their primary schools. The dataset records all English pupils and their test scores in Key Stage 1 (age 7) and Key Stage 2 (age 11) national examinations. The quality of the data source, coupled with our econometric techniques, allows us to assess the respective importance of different educational inputs. We can distinguish school effects that affect all pupils irrespective of their year and grade of study, from school-grade-year effects. Identification of pupil effects separately from these school-grade-year effects is achieved because students are mobile across schools. Peer effects are identified assuming variations in school-grade-year group composition in adjacent years are exogenous. We estimate three different specifications, the most general allowing Key Stage 2 results to be affected by the Key Stage 1 school(-grade-year) at which the pupil studied. We discuss the validity of our various exogeneity assumptions. Estimation results show statistically significant pupil ability, school and peer effects. Our analysis suggests the following ranking: pupils' ability and background are more important than school time-invariant inputs. Peer effects are significant, but small.Primary education, testing, educational achievement