This paper considers education investment and public education policy in closed and open economies with an extortionary government. The extortionary government in a closed economy chooses an education policy in order to overcome a hold-up problem of time-consistent taxation similar to benevolent governments. The two types of government differ in their education policies if highly productive labor is mobile. Extortionary governments' incentives for a policy that stimulates higher private education efforts vanish; instead they have incentives to prevent individuals from mobility-increasing education investment. Tax competition therefore reduces hold-up problems of time-consistent extortionary taxation, but introduces other distortions that reduce workers' utility.
Globalization is supposed to increase the mobility of highly skilled labor and to reduce governments' scope for redistribution. We show that this increases the private incentives for education and may decrease, but may also increase, the government's incentives to provide education subsidies in a framework in which education investment is risky. Globalization shifts the cost of these subsidies to the less skilled. For the welfare implications of globalization the availability of private insurance is crucial. Welfare unambiguously increases if such markets work.
Globalization may change migration incentives, and therefore many countries are concerned about preserving their investments in human capital. With lower barriers to migration it is possible to change educational subsidies and taxation to prevent emigration of skilled workers and still maintain educational incentives so that the human capital basis of the labour force remains unaffected. It is shown that this requires a lowering of taxes on (skilled) mobile workers and reduced educational subsidies, and (provided that initial migration is low) a higher taxation of (unskilled) less mobile workers, i.e. the policy shifts has detrimental distributional consequences for unskilled relative to skilled workers.
We focus on the impact of migration prospects on human capital formation and growth in a small, open developing economy. We assume that agents are heterogeneous in skills and take their educational decisions in a context of uncertainty regarding future migrations. We distinguish two growth effects: an ex ante "brain effect" (migration prospects foster investments in education because of higher returns abroad), and an ex post "drain effect" (because of actual migration flows). The case for a beneficial brain drain (BBD) emerges when the first effect dominates, i.e., when the average level of human capital is higher in the economy opened to migrations than in the closed economy. We derive the theoretical conditions required for such a possibility to be observed. Using cross-section data for 37 developing countries, we find that the possibility of a BED could be more than a theoretical curiosity.
Using panel data for Norwegian schools, we establish a two-equation supply and demand model for teachers with approved education. Taking into account nationally determined teacher pay and a strict teacher appointment rule, the data enable us to separately estimate supply and demand functions for certified teachers. The results clearly indicate that the student body composition. and in particular students belonging to ethnic minorities, influences both teacher supply and teacher demand. The implied negative relationship between excess demand for certified teachers and the share of minority students is likely to be important for teacher quality.
In this article we explore the effects of labor demand shifts and population adjustments across metropolitan areas on the employment and earnings of various demographic groups during the 1980s. We find that population shifts across areas at least partially offset the effects of these demand shifts, but less-educated workers showed substantially lower population adjustments in response to these demand shifts. These limited supply responses apparently contributed importantly to relatively greater deterioration of employment and earnings of these groups in declining areas during the 1980s.
We investigate the determinants of the remarkable increase in intra-regional migrations since the 1980's in Spain.. using a large administrative micro dataset on migrants. Conditional migration probabilities are identified by comparing the migrants' joint distribution of characteristics to the corresponding distribution from the Spanish Labour Force Survey. The proportion of employment in the service industry, unemployment, house prices and education, all have an important positive effect on the individual probabilities of intra-regional migration.
Immigrants in the United States who acquire U.S. schooling earn higher wages than other immigrants. Using data from the U.S. censuses and the National Longitudinal Survey of Youth, we show that this wage advantage results from both greater educational attainment and higher returns to education. The higher returns are not the consequence of ability bias or greater English proficiency of those who acquire U.S. schooling. Returns to years of non-U.S, education are higher for immigrants who complete their schooling in the United States, consistent with the view that U S. schooling upgrades or certifies education received in the source country. For those without U.S. schooling, returns are higher for immigrants from highly developed countries and countries for which English is an official language.
Using the U.S. labor market as a common point of reference, this article investigates the influence of source country school quality on the returns to education of immigrants. Based on 1980 and 1990 census data, we first estimate country-of-origin specific returns to education. Results reveal that immigrants from Japan and northern Europe receive high returns and immigrants from Central America receive low returns. Next we examine the relationship between school quality measures and these returns. Holding per capita GDP and other factors constant, immigrants from countries with lower pupil-teacher ratios and greater expenditures per pupil earn higher returns to education.
This article reviews the recent evidence on US immigration, focusing on two key questions: (1) Does immigration reduce the labour market opportunities of less skilled natives? (2) Have immigrants who arrived after the 1965 Immigration Reform Act been successfully assimilated? Overall, evidence that immigrants have harmed the opportunities of less educated natives is scant. On the question of assimilation, the success of the US-born children of immigrants is a key yardstick. By this metric, post-1965 immigrants are doing reasonably well. Even children of the least educated immigrant origin groups have closed most of the education gap with the children of natives.
Between 1996 and 1998 California and Texas eliminated the use of affirmative action in college and university admissions. At the states' elite public universities admission rates of black and Hispanic students fell by 30-50 percent and minority representation in the entering freshman classes declined. In this paper we ask whether the elimination of affirmative action caused any change in the college application behavior of minority students in the two states. A particular concern is that highly qualified minorities - who were not directly affected by the policy change - would be dissuaded from applying to elite public schools, either because of the decline in campus diversity or because of uncertainty about their admission prospects. We use information from SAT-takers in the two states to compare the fractions of minority students who sent their test scores to selective state institutions before and after the elimination of affirmative action. We find no change in the SAT-sending behavior of highly qualified black or Hispanic students in either state.
We investigate the relative significance of differences in cognitive skills and discrimination in explaining racial/ethnic wage gaps. We show that cognitive test scores taken prior to entering the labor market are influenced by schooling. Adjusting the scores for racial/ethnic differences in education at the time the test is taken reduces their role in accounting for the wage gaps. We also consider evidence on parental and child expectations about education and on stereotype-threat effects. We find both factors to be implausible alternative explanations for the gaps we observe. We argue that policies need to address the sources of early skill gaps and to seek to influence the more malleable behavioral abilities in addition to their cognitive counterparts. Such policies are far more likely to be effective in promoting racial and ethnic equality for most groups than are additional civil rights and affirmative action policies targeted at the workplace.
The aim of the paper is to investigate the joint redistributive effects of migration and pensions and to reassess the sustainability issue raised in the existing economic literature. The paper first develops a theoretical framework to analyse the impact of international migration on the labour market. The model allows for heterogeneity across native-born individuals and for migrants to affect both the wages and the education decision in the recipient country. It then explicitly focuses on pensions under alternative migration scenarios. The analysis shows that migration causes redistributive effects which increase across-group wage inequality. However, the endogenous educational response by residents partially offsets the redistributive impact of migration while creating additional interest groups. Migration helps the financial sustainability of the pension scheme but the interaction between migration and pensions causes complex inter- and intragenerational redistributive conflicts, which are analysed in the paper.
This paper presents a theoretical and empirical analysis of the largely ignored issue of the determinants of the educational attainment of adults by immigrant generation. Using current population survey (CPS) data, differences in educational attainment are analyzed by immigrant generation (first, second, and higher order generations), and among the foreign born by country of birth and age at immigration. Second-generation American adults have the highest level of schooling, exceeding that of the foreign born and of the native born with native-born parents. Teenage immigration is associated with fewer years of schooling compared to those who immigrated at pre-teen or post-teen ages. The gender difference in educational attainment is greatest among the foreign born. Hispanics and Blacks lag behind the non-Hispanic Whites in their educational attainment, with the gap narrowing for higher order immigrant generations among Hispanics, but rising among blacks.
This paper analyzes the effects of language practice on earnings among adult male immigrants in Canada using the 1991 census. Earnings are shown to increase with schooling, pre-immigration experience and duration in Canada, as well as with proficiency in the official languages (English and French). Using selectivity correction techniques, it is shown that there is complementarity between language skills and both schooling and pre-immigration experience. That is, greater proficiency in the official languages enhances the effects on earnings of schooling and pre-immigration labor market experience. Language proficiency and post-migration experience appear to be substitutes, that is, those with greater proficiency have a smaller effect of time in Canada on earnings.
The effect of interracial contact in public schools on the enrollment of whites has been an important concern in assessments of desegregation since the 1970s. It has been feared that 'white flight' -- meaning exit from or avoidance of racially mixed public schools -- could undermine the racial contact that desegregation policy seeks to enhance. This study examines this question using recent data. It also expands coverage from large urban districts to entire metropolitan areas, paying attention to the spatial context within which enrollment decisions are made. To do so, it examines data for 1987 and 1996 on racial composition and enrollment in all schools and school districts in 238 metropolitan areas. The study finds that white losses appear to be spurred both by interracial contact in districts where their children attend school and by the opportunities available in metropolitan areas for reducing that contact. Implications for metropolitan segregation are examined.
The family investment hypothesis predicts that credit-constrained immigrant families adopt a strategy for financing post-migration human capital investment in which the "primary worker" engages in investment activities and the other partner undertakes activities that finance consumption. Empirical tests of this hypothesis have assumed that the primary worker is the male partner. Many immigrants to Australia are admitted through a "points test" which assigns points for productive skills. Once a principal applicant receives a visa, dependent family members are automatically granted visas as well. Thus, we re-evaluate the family investment hypothesis using principal applicant status to identify primary and secondary workers.
This article tests the importance of human capital in explaining convergence across the states from 1880 to 1950. Human capital matters to a state's income level and to its growth rate through technological diffusion. The South, whose overwhelmingly agricultural society relied more heavily on work experience than formal education, and whose racial discrimination in school resource allocation lowered human capital accumulation of both blacks and whites, presents a unique pattern. The South's low human capital levels following the Civil War and its active postbellum resistance to education reduced its speed of conditional convergence toward the rest of the nation.
This paper analyzes how the implicit difference in time horizons between refugees and economic immigrants affects subsequent human capital investments and wage assimilation. The analysis uses the 1980 and 1990 Integrated Public Use Samples of the Census to study labor market outcomes of immigrants who arrived in the United States from 1975 to 1980. I find that in 1980 refugee immigrants in this cohort earned 6% less and worked 14% fewer hours than economic immigrants. Both had approximately the same level of English skills. The two immigrant groups had made substantial gains by 1990; however, refugees had made greater gains. In fact, the labor market outcomes of refugee immigrants surpassed those of economic immigrants. In 1990, refugees from the 1975-1980 arrival cohort earned 20% more, worked 4% more hours, and improved their English skills by 11% relative to economic immigrants. The higher rates of human capital accumulation for refugee immigrants contribute to these findings.
Self-selected migration presents one potential explanation for why observed returns to a college education in local labor markets vary widely even though U.S. workers are highly mobile. To assess the impact of self-selection on estimated returns, this paper first develops a Roy model of mobility and earnings where workers choose in which of the 50 states (plus the District of Columbia) to live and work. Available estimation methods are either infeasible for a selection model with so many alternatives or place potentially severe restrictions on earnings and the selection process. This paper develops an alternative econometric methodology that combines Lee's (1983) parametric maximum order statistic approach to reduce the dimensionality of the error terms with more recent work on semiparametric estimation of selection models (e.g., Alm and Powell (1993)). The resulting semiparametric correction is easy to implement and can be adapted to a variety of other polychotomous choice problems. The empirical work, which uses 1990 U.S. Census data, confirms the role of comparative advantage in mobility decisions. The results suggest that self-selection of higher educated individuals to states with higher returns to education generally leads to upward biases in OLS estimates of the returns to education in state-specific labor markets. While the estimated returns to a college education are significantly biased, correcting for the bias does not narrow the range of returns across states. Consistent with the finding that the corrected return to a college education differs across the U.S., the relative state-to-state migration flows of college- versus high school-educated individuals respond strongly to differences in the return to education and amenities across states.
This paper argues that cross-border human capital flows from developing countries to developed countries over the next half-century will demand a new set of policy responses from developing countries. The paper examines the forces that are making immigration policies more skill-focused, the effect of both flows ( emigration) and stocks (diasporas) on the source countries, and the range of taxation instruments available to source countries to manage the consequences of those flows. This paper emphasizes the example of India, a large source country for human capital flows, and the United States, an important destination for these human capital flows and an example of how a country can tax its citizens abroad. In combination, these examples point to the significant advantage to developing countries of potential tax schemes for managing the flows and stocks of citizens who reside abroad. Finally, this paper concludes with a research agenda for the many questions raised by the prospect of large flows of skilled workers and the policy alternatives, including tax instruments, available to source countries.
We develop a model of interdependency between emigration, education investment, and discrimination, in the context of an ethnically divided developing economy. Assuming a rent-extraction basis for discrimination, we first endogenize ethnic discrimination in the benchmark case of an economy closed to migration, and then explore how migration prospects affect ethnic inequality. Under the free migration assumption, we find the intuitive result that migration prospects have a protective effect on the minority. Immigration restrictions set by receiving countries, on the other hand, have the paradoxical effect of creating migration flows that would otherwise have remained latent.
The national origin of an individual's human capital is a crucial determinant of its value. Education and labor market experience acquired abroad are significantly less valued than human capital obtained domestically. This difference can fully explain the earnings disadvantage of immigrants relative to comparable natives in Israel. Variation in the return to foreign schooling across origin countries may reflect differences in its quality and compatibility with the host labor market. The return to foreign experience is generally insignificant. Acquiring additional education following immigration appears to confer a compound benefit by raising the return to education acquired abroad.
In previous research, a substantial gap in test scores between white and black students persists, even after controlling for a wide range of observable characteristics. Using a newly available data set (the Early Childhood Longitudinal Study), we demonstrate that in stark contrast to earlier studies, the black-white test score gap among incoming kindergartners disappears when we control for a small number of covariates. Real gains by black children in recent cohorts appear to play an important role in explaining the differences between our findings and earlier research. The availability of better covariates also contributes. Over the first two years of school, however, blacks lose substantial ground relative to other races. There is suggestive evidence that differences in school quality may be an important part of the explanation. None of the other hypotheses we test to explain why blacks are losing ground receive any empirical backing.
This paper describes basic facts regarding the black-white test score gap over the first four years of school. Black children enter school substantially behind their white counterparts in reading and math, but including a small number of covariates erases the gap. Over the first four years of school, however, blacks lose substantial ground relative to other races; averaging .10 standard deviations per school year. By the end of third grade there is a large Black-White test score gap that cannot be explained by observable characteristics. Blacks are falling behind in virtually all categories of skills tested, except the most basic. None of the explanations we examine, including systematic differences in school quality across races, convincingly explain the divergent academic trajectory of Black students.
The speed at which immigrants assimilate is the subject of debate. Human capital formation plays a major role in this discussion. We compare second generation immigrants' educational attainments to those of similarly aged natives. Evidence from German data suggests ethnicity matters: ethnic network size has a positive effect on educational attainment, and a clear pattern is exhibited between countries-of-origin and education even in the second generation. For children of the foreign-born, parental schooling plays no role in educational choices. For Germans, contrary to the literature's general findings, there is a statistically significant difference in favor of father's over mother's education.
Why are highly skilled workers more responsive than other workers to productivity differentials when taking migration decisions? Why do low-skilled workers abandon rich regions? This paper aims to answer these questions using skill complementarities and endogenous price differentials between rich and poor regions. If the skill premium is increasing in the average level of human capital of a location, the more skilled the workers are, the stronger the economic incentives to migrate to the rich regions become. In contrast, the low-skilled workers have an incentive to migrate to the poor regions to minimize their living costs.
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