Teen and out-of-wedlock child-bearing are often thought to be responsible for poor health and low levels of schooling among the children of young mothers. This paper uses special disability and grade repetition questions from the school enrollment supplement to the 1992 Current Population Survey to estimate the effect of maternal age and single parenthood on children's disability status and school progress. Our results suggest that there is little association between maternal age at birth and children's disabilities. But the children of teen mothers are much more likely to repeat one or more grades than other children, and within-household estimates of this relationship are even larger than OLS estimates. The grade repetition findings from the CPS are replicated using a smaller sample from the National Longitudinal Survey of Youth. Another finding of interest is that having a father in the household is associated with lower disability prevalence and fewer grade repetitions. But many of the effects of single parenthood on disability, as well as the effect on grade repetition, appear to be explained by higher incomes in two-parent families.
Using cross-country estimates of physical and human capital stocks, we run the growth accounting regressions implied by a Cobb-Douglas aggregate production function. Our results indicate that human capital enters insignificantly in explaining per capita growth rates. We next specify an alternative model in which the growth rate of total factor productivity depends on a nation's human capital stock level. Tests of this specification do indicate a positive role for human capital.
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Education is a key area for knowledge-based, globalizing economies. Economies depend on education not only for the diffusion of knowledge and learning of new techniques, but also for long-term poverty reduction and improved health. This book develops a new approach for measuring the social benefits of education and finding more cost-effective policies.
The major purpose of this study was to detect effects of technologically based changes in demand for human capital on the educational and experience wage structure in annual CPS data, 1963 to 1987. Major findings are: 1. Year-to-year educational wage differentials are quite closely tracked by relative supplies of young graduates, and by indexes of relative demand, such as research and development (R & D) expenditures per worker, and ratios of service to goods employment. Of these, R and D indexes account for most of the explanatory power. Indexes of (Jorgenson type) productivity growth and of international competition are significant as alternatives, but show weaker explanatory power. 2. The observed steepening of experience profiles of wages is explained, in part, by changes in relative demographic supplies (cohort effects), and in part by the growing profitability of human capital which extends to that acquired on the job. Evidence appears in the significance of profitability variables or in demand factors underlying them, given the relative demographic supplies in the wage profile equations.
Based on recent theoretical developments the argument is made that the average level of human capital is a local public good. Cities with higher average levels of human capital should therefore have higher wages and higher land rents. After conditioning on the characteristics of individual workers and dwellings, this prediction is supported by data for Standard Metropolitan Statistical Areas (SMSAs) in the United States, where the SMSA average levels of formal education and work experience are used as proxies for the average level of human capital. The alternative explanations of omitted SMSA variables and self-selection are evaluated. An estimate of the effect of an additional year of average education on total factor productivity is computed.
Most studies of the benefits of education focus on market outcomes, particularly labor market returns. But the rewards of education are not limited to success at finding a job and earning money; schooling also affects nonmarket outcomes, such as one's health and the cognitive development of one's children. The authors discuss several nonmarket outcomes of education that have been confirmed by researchers and estimate the value that an additional year of schooling has on some of those outcomes.
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