EXAMINING THE EXTERNALITY OF UNEMPLOYMENT INSURANCE ON CHILDREN'S EDUCATIONAL ACHIEVEMENT

I exploit differences in the generosity of unemployment insurance (UI) benefits across states and over time to investigate the link between UI and children's academic achievement. Estimates show that a 1% increase in maximum weekly UI benefits reduces the probability that a child repeats a grade by around 0.03 percentage points. The effect is concentrated among children of low‐ and middle‐income families. This paper's findings, which are the first in the literature to show evidence of a positive effect of UI on children's educational outcomes, provide insight into the role of UI in the human capital accumulation of children. (JEL I20, I38, J65)     

THE AFFORDABLE CARE ACT AND COLLEGE ENROLLMENT DECISIONS

We investigate the effect of the expansion of the federal dependent coverage mandate for young adults under the Affordable Care Act (ACA) on college enrollment decisions of young Americans. The expansion removes the requirement that young individuals need to be enrolled as full‐time students in order to remain on their parents' health insurance past the age of 18 and expands the coverage mandate to age 26 irrespective of student status. This changes the incentives for the full‐time college enrollment decisions of young individuals. We use panel data from the Survey of Income and Program Participation (SIPP) for the years 2003–2013 and estimate that the dependent coverage expansion under the ACA decreases the probability to enroll as full‐time student by 3 percentage points using a difference‐in‐differences framework. Furthermore, we find that part‐time college enrollment is unaffected by the new policy. The results are robust to changes in the model specification and become stronger when we increase the sample overlap between treatment and control groups using trimming based on propensity scores. (JEL C35, I23, I10, I18)     

THE EFFECT OF INSTITUTIONAL EXPENDITURES ON EMPLOYMENT OUTCOMES AND EARNINGS

In recent decades, public attention on colleges has risen in response to rising college expenditures and costs. This study uses the Education Longitudinal Study of 2002 to investigate how spending impacts salaries and employment outcomes, controlling for selection. Our findings indicate that spending on instruction increases salaries, the probability of full‐time employment, and job match, particularly for more disadvantaged students, while there are smaller benefits of spending on student services for less disadvantaged students. Spending on research has large positive impacts on salary and the probability of full‐time employment, especially for disadvantaged students. (JEL I20, J24)     

GENDER PERFORMANCE GAPS: QUASI‐EXPERIMENTAL EVIDENCE ON THE ROLE OF GENDER DIFFERENCES IN SLEEP CYCLES

Sleep studies suggest that girls go to sleep earlier, are more active in the morning, and cope with sleep deprivation better than boys. We provide the first causal evidence on how gender differences in sleep cycles can help explain the gender performance gap. We exploit over 240,000 assignment‐level grades from a quasi‐experiment where students' schedules alternated between morning and afternoon start times each month. Relative to girls, we find that boys' achievement benefits from a later start time. For classes taught at the beginning of the school day, our estimates explain up to 16% of the gender performance gap. (JEL H52, I20, I21)     

NEW EVIDENCE ON NATIONAL BOARD CERTIFICATION AS A SIGNAL OF TEACHER QUALITY

Using longitudinal data from North Carolina that contains detailed identifiers, we estimate the effect of having a National Board for Professional Teaching Standards (NBPTS) teacher on academic achievement. We identify the effects of an NBPTS teacher exploiting multiple sources of variation including traditional‐lagged achievement models, twin‐ and sibling‐fixed effects, and aggregate grade‐level variation. Our preferred estimates show that students taught by National Board certified teachers have higher math and reading scores by 0.04 and 0.01 of a standard deviation. We find that an NBPTS math teacher increases the present value of students' lifetime income by $48,000. (JEL I20, I21, J2444)     

The Earnings and Employment Outcomes of the 2005 Cohort of Canadian Postsecondary Graduates with Disabilities

Canada's fear of future skill and labor shortages has brought youth with disabilities to the forefront of public policy. Many universities are now reporting that an increased proportion of their graduating students identify as having a disability, and as a result, educational achievement‐based programs designed to accommodate students’ needs are growing across campuses. Despite recent attention by policymakers on improving accessibility standards and increasing employer incentives, young Canadians with disabilities continue to face barriers in their transitions to the workforce. The nature and extent of the early workforce inequalities faced by postsecondary graduates with disabilities remains unclear. This paper draws on the 2005 cohort of Statistics Canada's National Graduates Survey to examine the early workforce outcomes of postsecondary graduates with disabilities. Contrary to theories of human capital, the results reveal significant earnings gaps between graduates with and without disabilities of various fields of study and levels of schooling. Further, graduates with a disability are even more disadvantaged in terms of securing employment, as they were significantly less likely to be employed full‐time, and were overrepresented among unemployed and part‐time workers across various fields of study and levels of postsecondary education.     

THE EFFECTS OF SINGLE MOTHERS' WELFARE USE AND EMPLOYMENT DECISIONS ON CHILDREN'S COGNITIVE DEVELOPMENT

We examine the effects of single mothers' welfare use and employment decisions on children's short‐run cognitive development, as measured by their preschool standardized math test scores. We control for three mechanisms through which these decisions might affect children's outcomes: direct monetary benefits, parental time invested in the child, and nonpecuniary benefits from in‐kind transfer programs such as Medicaid. We employ a correction function approach and control for state‐fixed effects to address the endogenous nature of welfare participation and employment decisions. Our estimates suggest that although each additional quarter of either mother's employment or welfare use results in only a small increase in a child's standardized math test score, the total effects after several quarters are sizable. We allow mothers' decisions to have varying effects on attainment by children's observed innate ability and by the intensity of welfare use and employment. A child who has the mean level of observed innate ability with a mother who simultaneously worked and used welfare in all 20 quarters after childbirth experiences an 8.25 standardized‐point increase in standardized scores. The positive impact is more pronounced for the more disadvantaged children, who tend to be born to mothers with low Armed Forces Qualification Test scores, or have lower birth weights. We also examine the effects using timing of employment and welfare use, as well as children's maturity and gender. (JEL I3, J13, J22)     

LABOR SUPPLY ESTIMATION BIASES FROM DISREGARDING NONWAGE BENEFITS

Labor supply models and research underpinned by labor supply decisions often assume that workers' choices are functions of wage and wage offers. However, the literature shows evidence that such decisions at least partly depend on nonwage benefits encompassed in jobs and occupations. In this paper, I develop and estimate a stochastic dynamic model of occupation and job choice, where nonwage benefits are directly incorporated into the decision alongside wages (a full model). Nested within the full model is a wage model, which represents the common practice in the literature of basing selection solely on wages and disregarding nonwage benefits. I separately estimate the full model and the nested wage model to compare the implications (biases) of omitting nonwage benefits. I compare the two models' estimates of elasticities and an inequality reduction intervention policy. I find that disregarding nonwage benefits generally causes biases. There are cases when the two models predict very similar outcomes and have close estimates, such as in occupation‐specific elasticities and job transition elasticities. But these special cases are products of canceling biases. In most cases, ignoring nonwage benefits will bias estimates by overestimating the importance of wage in the selection process and by disregarding changes in relative prices between wage and nonwage benefits. (JEL J20, J32, D91)     

Evaluating a project on Roma education

This research note is based on the evaluation of the Comenius project Teacher‐IN‐SErvice‐Training‐for‐Roma‐inclusion (INSETRom). The project represented an international effort that was undertaken to bridge the gap between Roma and non‐Roma communities and to improve the educational attainment of Roma children in the mainstream educational system. The evaluation of the project showed that such projects can impact a teacher's confidence and attitudes, but that implementing new insights poses many challenges.     

COHORT AND GENDER DIFFERENCES IN EXTRACURRICULAR PARTICIPATION: THE RELATIONSHIP BETWEEN ACTIVITIES,MATH ACHIEVEMENT,AND COLLEGE EXPECTATIONS

Using data from the National Education Longitudinal Study of 1988 and the Educational Longitudinal Study of 2002, I analyze the association that students' extracurricular activities have with two academic outcomes: mathematics achievement test scores and college expectations. I consider changes between cohorts and gender differences within each cohort. While prior achievement and expectations have the strongest associations with the dependent variables, relationships do appear between extracurricular participation and the dependent variables. There is only one cohort difference in the association between activities and math achievement test scores; computer use was positively associated with students' scores in the 1990s, but had no association with students' scores in the 2000s. School-sponsored activities were associated with higher scores for all students, while television-watching and hanging out with friends were negatively associated with them. School activities were positively associated with the college expectations of students in both cohorts, while spending time hanging out with friends was negatively associated with expectations, especially for students in the later cohort. There were a few gender differences in the association between activities and math scores, but no gender differences in the association between activities and college expectations. The findings indicate that many of the same activities are relevant for math achievement and college expectations in the two time periods.     

WHY DON'T ELIGIBLE FIRMS CLAIM HIRING SUBSIDIES? THE ROLE OF JOB DURATION

Only a small fraction of firms that hire disadvantaged workers claim the federal subsidies for which they qualify, namely, the Work Opportunity Tax Credit (WOTC) and Welfare‐to‐Work Tax Credit (WtW). Subsidy benefits depend partially on job duration, with higher subsidy rates above certain job‐duration thresholds. I estimate the relationship between a firm's WOTC/WtW participation and its eligible workers' job durations. Using unique Wisconsin administrative data, I find that workers' subsidy rates (determined by hours worked) have the expected relationship to participation: Firms with a larger fraction of workers exceeding the programs' job‐duration thresholds are more likely to claim the WOTC/WtW. I also find no evidence that firms systematically modify the job duration of their workers to maximize subsidy payments. (JEL J3)     

Briefly Noted

The biennial International Drug Policy Reform Conference, sponsored by the Drug Policy Alliance and held Nov. 7–9 in St. Louis, Missouri, was full of varying sessions on harm reduction and reform — 45 of them in all. An article by Filter editor Will Godfrey summed up his perspective — he was the only print reporter so far to have covered the entire conference. We asked him what his feeling was about the prospects for treatment and harm reduction working together, as they have in the past. “There's plenty of friction, but there can and should be rapprochement between the harm‐reduction and traditional treatment communities,” he told ADAW. “Many people in the harm‐reduction movement pursue traditional recovery, and there are treatment folks who support harm reduction. All should be trying to save lives and empower people. Harm reductionists' legitimate concerns about mainstream treatment include its coercive or controlling deployment, its frequent eschewal of evidence‐based practices and its promotion of abstinence at the expense of stigmatizing people who use drugs. Treatment advocates often overlook that most people who use drugs are fine. And in any case, everyone must be free to choose their own path.” But the fact that two approaches — one more radical than the other — coexist still is bound to make some treatment providers uncomfortable. After all, some of the speakers said that even supervised consumption sites are unfair to drug users, who have no need to be “supervised,” and instead should be free to use drugs. All viewpoints were there. “There's constant debate in the harm‐reduction movement about working to change systems that inflict harm from the inside, versus calling for radical reforms from the outside,” said Godfrey. “I think both approaches are simultaneously necessary.” Not everyone saw the conflict. “I have to say that I didn't see an anti‐public health movement there at all,” Maia Szalavitz, who is writing a history of harm reduction and is respected in both harm reduction and some, at least, treatment camps, told ADAW. “There has always, of course, been tension between activists and researchers and between people who want to fight within the system and those who want to tear it all down.” For the Filter article, go to https://filtermag.org/drug‐policy‐reform‐movement/ .     

The balance of care: Trends in the wages and employment of immigrant nurses in the US between 1990 and 2000

Abstract

Recently, the transnational migration of nurses from developing countries to developed countries has received heightened attention from policymakers, health-care practitioners, and the media. In this article, the 1990 and 2000 Census Public Use Micro Survey (PUMS) data files are used to address the issue of nurse migration. I examine changes in the number, location, wages, countries of origin, and other economic and demographic variables for foreign-born nurses and nurses' aides and US born nurses and nurses' aides over the time period 1990 to 2000. I find that foreign-born nurses and nurses' aides increasingly come from developing countries and, specifically, from Africa. This raises important ethical issues, as Africa faces a severe shortage of nurses in the context of the AIDS crisis. Foreign-born nurses are shown to have higher levels of education and higher levels of labor force attachment than US-born nurses.     

Psychosocial Well‐Being and the Relationship Between Divorce and Children's Academic Achievement

As an unprecedented number of children live in families experiencing divorce, researchers have developed increasingly complex explanations for the consequences associated with marital dissolution. Current accounts focus on changes to family finances, destabilized parenting practices, elevated parental conflict, and deterioration of the parent–child relationship, to explain the impact of divorce. A less studied explanation draws attention to children's diminished psychosocial well‐being following divorce. Using data from the Early Childhood Longitudinal Study—Kindergarten cohort (ECLS‐K) (N = 10,061), I examined the role of psychosocial well‐being in the relationship between divorce and children's outcomes. The results suggest that divorce is associated with diminished psychosocial well‐being in children, and that this decrease helps explain the connection between divorce and lower academic achievement.     

Academic Achievement and Adolescents' Daily Time Use in the Social and Academic Domains

The present study used the daily diary method to investigate the role of achievement in adolescents' patterns of time use in the academic and social domains. A diverse sample of over 700 ninth grade students completed three‐page checklists every night for 14 consecutive nights, providing information on their time use for the day. As hypothesized, averaged over the 14‐day study period, high achieving adolescents spent more time studying without spending less time with their friends than lower achieving students. However, differences between high and low achieving students were not just in their average time use, but also varied on a daily basis. These daily differences helped explain how high achieving students were able to spend more time overall than lower achieving students across these two domains. The role of achievement in adolescents' time use patterns was similar for boys and girls and across ethnic groups.     

WHEN DO SHELTER‐IN‐PLACE ORDERS FIGHT COVID‐19 BEST? POLICY HETEROGENEITY ACROSS STATES AND ADOPTION TIME

This study explores the impact of Shelter‐in‐Place Orders (SIPOs) on health, with attention to heterogeneity in their impacts. First, using daily state‐level social distancing data, we document that adoption of a SIPO was associated with a 9%–10% increase in the rate at which state residents remained in their homes full‐time. Using daily state‐level coronavirus case data, we find that approximately 3 weeks following the adoption of a SIPO, cumulative COVID‐19 cases fell by approximately 53.5%. However, this average effect masks important heterogeneity across states‐early adopters and high population density states appear to reap larger benefits from their SIPOs. (JEL H75, I12, I18)     

The Role of Thinking Styles in Career Development Among Chinese College Students

Thinking styles define individuals' marked preferences in how they learn about or process information. This study considered the function of collecting and processing information in career exploration and decision making, and examined thinking styles as a predictor of career decision‐making difficulties (CDMD) and career exploration as a mediator of this relationship. Chinese college students (N = 463) responded to measures of thinking styles, career exploration, and CDMD. Results partially supported the contribution of thinking styles to career exploration and CDMD. Type I styles, characterized as more creativity‐generating, positively predicted career exploration and negatively predicted CDMD. Type II styles, characterized as more norm‐favoring, positively predicted CDMD. Partial mediation was supported in the link between Type I styles and lack of information through career environment exploration. The benefits of type styles should be highlighted for career guidance and counseling among Chinese college students and should be validated in different cultural contexts.     

News and Comment

This article tells the story of a classroom teacher's journey with her elementary students as they attempt to understand and define citizenship. The narrative highlights the process of using an emergent curriculum, creating a democratic classroom, and facilitating an active citizenship project led by students. The authors provide steps to help classroom teachers implement a social action curriculum, and they also include children's literature connections.