Parental income and the fruits of labor: Variability in homework efficacy in secondary school

Research in the sociology of education has shown that noncognitive traits are important predictors of educational outcomes and a mechanism of the intergenerational transmission of status. However, previous research on this topic typically posits that there is a constant effect of these traits with variable prevalences of these traits by socioeconomic status. Using time spent on homework as an example, I analyze income-based heterogeneity in homework efficacy, defined as the individual effect of study time on academic achievement, using a national U.S. probability sample of secondary students. Higher income students gain more knowledge from their homework time than their counterparts in all grades and all subjects except history, with greater group differences for math than for science and reading. These results are confirmed by models accounting for time-invariant unobserved heterogeneity in the 8th–10th, but not 10th–12th, grade windows. These results imply that increases in the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary school.     

Viewing the child as a participant within context

This paper explores tensions between the social nature of learning and the current emphasis upon individual support. The paper contrasts the focus upon context in discussions with parents and practitioners, with the focus upon the individual within formal and informal written documents. The analysis is partly situated within the first author’s experiences as a parent researcher, drawing additionally upon ethnographic research carried out with families involved in early intervention, including an evaluation of over 150 pages of documentation provided by a parent. It identifies the need for assessment and evaluation to focus upon and record the broad range of context that influences learning.     

The psychometric and empirical properties of measures of risk preferences

We examine the psychometric and empirical properties of some commonly used survey-based measures of risk preferences in a population-based sample of 11,000 twins. Using a model that provides a general framework for making inferences about the component of measured risk attitudes that is not due to measurement error, we show that measurement-error adjustment leads to substantially larger estimates of the predictive power of risk attitudes, of the size of the gender gap, and of the magnitude of the sibling correlation. Risk attitudes are predictive of investment decisions, entrepreneurship, and drinking and smoking behaviors; are robustly associated with cognitive ability and personality; and our estimates are often larger than those in the literature. Our results highlight the importance of adjusting for measurement error across a wide range of empirical settings.     

Improving Weight of Evidence Approaches to Chemical Evaluations

Federal and other regulatory agencies often use or claim to use a weight of evidence (WoE) approach in chemical evaluation. Their approaches to the use of WoE, however, differ significantly, rely heavily on subjective professional judgment, and merit improvement. We review uses of WoE approaches in key articles in the peer‐reviewed scientific literature, and find significant variations. We find that a hypothesis‐based WoE approach, developed by Lorenz Rhomberg et al., can provide a stronger scientific basis for chemical assessment while improving transparency and preserving the appropriate scope of professional judgment. Their approach, while still evolving, relies on the explicit specification of the hypothesized basis for using the information at hand to infer the ability of an agent to cause human health impacts or, more broadly, affect other endpoints of concern. We describe and endorse such a hypothesis‐based WoE approach to chemical evaluation.     

Childbearing Across Partnerships in Australia,the United States,Norway, and Sweden

This article compares mothers’ experience of having children with more than one partner in two liberal welfare regimes (the United States and Australia) and two social democratic regimes (Sweden and Norway). We use survey-based union and birth histories in Australia and the United States and data from national population registers in Norway and Sweden to estimate the likelihood of experiencing childbearing across partnerships at any point in the childbearing career. We find that births with new partners constitute a substantial proportion of all births in each country we study. Despite quite different arrangements for social welfare, the determinants of childbearing across partnerships are very similar. Women who had their first birth at a very young age or who are less well-educated are most likely to have children with different partners. The educational gradient in childbearing across partnerships is also consistently negative across countries, particularly in contrast to educational gradients in childbearing with the same partner. The risk of childbearing across partnerships increased dramatically in all countries from the 1980s to the 2000s, and educational differences also increased, again, in both liberal and social democratic welfare regimes.     

What are Research Expectations? A Comparative Study of Different Academic Disciplines

This paper is intended to assist professors, administrators, librarians and other members of university level committees that must consider research expectations and research quality in academic fields that they lack. While this is not a problem for field experts, it is a difficulty when people are asked to make decisions in areas of study other than their own. This is commonly the case for senior university professors, librarians and administrators in regards to university wide decisions. The paper investigates this gap, through a study of 27 academic fields in 348 highly regarded universities. We find that there are almost always statistically significant differences in activity between academic fields, regardless of the metric one considers. However, it is possible to understand these differences by comparing the distribution of a known academic field to that of a field that one is not familiar with. Tables and information are provided to assist in the comparison of different fields of study on metrics such as: departmental publications and researcher level metrics of publications, citations, H-index, and total number of co-authors. The information can also be used to support decisions associated with promotion to senior posts such as endowed chairs and professorships. Information regarding specific universities and researchers are included in the data supplement.     

Leveraging the common and outsourcing the distinct: institutional difference and multinational company identity in emerging economies

ABSTRACT

This paper explores the challenges of outsidership faced by multinational companies (MNCs) accessing emerging economies. The paper departs from popular conceptualisations of culture drawing instead on social identity theory as part of an institutions-based view, to explain how employing a singularities approach can allow the identification of commonalities of Indianness and Australianness that can be leveraged to ameliorate negative socially embedded business norms that pose a challenge to MNC success in emerging economies. This study shows that despite recognised formal (regulatory) and informal (cultural) differences, managers of Australian MNCs operating in India were able to innovatively identify and exploit cultural commonalties/singularities to ease cultural adjustment and mitigate intergroup conflict, allowing them to achieve an innovative institutional fit. The paper discusses how, using this approach, sole-venture MNCs can access many of the benefits provided by collaborative entry modes while preserving MNC identity. We further propose that the singularities approach can provide a valuable starting point to develop culturally appropriate competence training initiatives.     

Female Labor Supply,Human Capital,and Welfare Reform

We estimate a dynamic model of employment, human capital accumulation—including education, and savings for women in the United Kingdom, exploiting tax and benefit reforms, and use it to analyze the effects of welfare policy. We find substantial elasticities for labor supply and particularly for lone mothers. Returns to experience, which are important in determining the longer‐term effects of policy, increase with education, but experience mainly accumulates when in full‐time employment. Tax credits are welfare improving in the U.K., increase lone‐mother labor supply and marginally reduce educational attainment, but the employment effects do not extend beyond the period of eligibility. Marginal increases in tax credits improve welfare more than equally costly increases in income support or tax cuts.