Do academically deficient scholarship athletes earn higher wages subsequent to graduation?

In this paper, data from the Baccalaureate & Beyond 93/97/03 survey is used to estimate the effects on the earnings of scholarship athletics participants subsequent to graduation. Former college athletes are found to have higher wages on average. Upon first glance, colleges and universities could use these results to argue on behalf of investments in athletics. However, by using quantile regression, it is shown that the positive wage premiums are not equivalent for all college athletes.     

The role of test scores in explaining race and gender differences in wages

Previous research has suggested that skills reflected in test-score performance on tests such as the Armed Forces Qualification Test (AFQT) can account for some of the racial differences in average wages. I use a more complete set of test scores available with the National Longitudinal Survey of Youth 1979 Cohort to reconsider this evidence, and the results suggest a conclusion similar to earlier research. I also examine the ability of test scores to account for gender differences in wages. Women do not perform as well as men on two math-oriented tests, but they perform better on two speed-oriented tests that appear to have a strong relationship with wages. On net, the test-score difference can help account for only a small part of the gender difference in wages (for any race). Further results suggest that unexplained race and gender differences in wages have been growing over time for the 1979 cohort.     

Expectation vs experience: might transition gaps predict undergraduate students’ outcome gaps?

Drawing on thematic analysis of one-to-one interviews with 85 undergraduate students, this paper offers initial, exploratory analysis of whether known outcome differentials may be partly attributable to students’ transition into university. The study is located in the English higher education sector, where fee increases have been accompanied by wider availability of metrics and outcome differentials have become a particular focus of attention. Specifically, this paper examines (in)congruence between students’ expectations of higher education and their experience while at university, tracking how recalled pre-arrival expectations correlate with socio-economic status and school type. In the case of students from ‘widening participation’ (WP) backgrounds, the effect of attendance on an intervention (access) programme is also considered. Findings point to a complex web of factors influencing the undergraduate experience of students within the same institution. For WP students, the widest gaps arise in relation to pedagogy, as the culture and curricula of higher education are initially found inconsistent with expectations. Intervention programmes make a small positive difference, primarily because social and academic confidence is enhanced. For students educated at independent schools, the widest gaps arise in relation to assessment, for which university-level support and guidance are felt to be less personalised than expected. On a structural level, findings question the reliability of output metrics as proxies for teaching quality given the extent to which they are predicted by students’ backgrounds and by the nature of their individual transition into higher education.     

应用微分研究空瓶笛的音频

应用微分对空瓶发声现象从理论上进行分析，阐明决定空瓶笛音频高低的因素。     

Where the boys aren't: non-cognitive skills, returns to school and the gender gap in higher education

Nearly 60 percent of college students today are women. Using longitudinal data on a nationally representative cohort of eighth grade students in 1988, I examine two potential explanations for the differential attendance rates of men and women—returns to schooling and non-cognitive skills. The attendance gap is roughly five percentage points for all high school graduates. Conditional on attendance, however, there are few differences in type of college, enrollment status or selectivity of institution. The majority of the attendance gap can be explained by differences in the characteristics of men and women, despite some gender differences in the determinants of college attendance. I find that higher non-cognitive skills and college premiums among women account for nearly 90 percent of the gender gap in higher education. Interestingly, non-cognitive factors continue to influence college enrollment after controlling for high school achievement.     

Fertility, relative wages, and labor market decisions: A case of female teachers

This paper examines the effects of fertility and relative wages on occupational choice (teaching versus non-teaching) and labor force participation decisions of female college graduates using selectivity-corrected panel estimations.We find that the presence of a new born baby is not particularly important to the choice of occupation, but significantly discourages female labor force participation, especially among teachers. Higher relative wages are found to effectively attract female college graduates into teaching. College major in education is one of the most relevant determinants for female college graduates to become teachers. Though investing educational expenditures on teachers’ salary seems to be a valid policy, providing incentives for female college students to major in education will be an alterative way to secure teacher supply.     

Sex differentials in faculty salaries

Affirmative action and other efforts to combat sex discrimination in higher education have focused on rank and salary differences within institutions. Academic women, however, tend to receive relatively low pay in part because they are concentrated in the lower-paying institutions. Since multivariate controls of factors such as institutional type, control, size, selectivity, and curricular emphases do not eliminate this negative relationship, the hypothesis of a direct link between institutional pay scales and faculty sex ratios is strengthened. These results suggest that eliminating sex bias in faculty pay within individual institutions will not achieve salary parity for academic women until higher-paying institutions recruit more women faculty, or until institutions with higher proportions of women faculty upgrade their pay scales.     

College majors and the knowledge content of jobs

College students select majors for a variety of reasons, including expected returns in the labor market. This paper demonstrates an empirical method linking a census of US degrees and fields of study with measures of the knowledge content of jobs. The study combines individual wage and employment data from the Current Population Survey (CPS) with ratings on 27 knowledge content areas from the Occupational Information Network (O^*NET), thus providing measures of the economy-wide knowledge content of jobs. Fields of study and corresponding BA degree data from the Digest of Education Statistics for 1976–1977 through 2001–2002 are linked to these 27 content areas. We find that the choice of college major is responsive to changes in the knowledge composition of jobs and, more problematically, the wage returns to types of knowledge. Women's degree responsiveness to knowledge content appears to be stronger than men's, but their response to wage returns is weak.     

Gender salary differences in economics departments in Japan

By using unique survey data, we conduct a detailed study of the gender salary gap within economics departments in Japan. Despite the presence of rigid pay scales emphasizing age and experience, there is a 7% gender salary gap after controlling for rank and detailed personal, job, institutional and human capital characteristics. This gender salary gap exists within ranks. We find no gender promotion differences. In addition, we find a concentration of the salary gap in public universities and in research oriented universities. Our results show no evidence that the gender salary gap is reducing over time, and reject the hypothesis that females’ choice between household work and market activities is responsible for the gender salary gap.     

Do innovative firms pay higher wages? Micro-level evidence from Brazil

This paper explores the relationship between innovation and wages using Brazil’s employer–employee census (RAIS) and a novel measure of innovation derived from the share of technical and scientific occupations of workers. The results show a robust and positive wage premium associated with innovative firms. The decomposition of this innovation-related wage premium suggests that it is larger for workers in manufacturing, although also positive and significant for those in agriculture and services; and larger for large firms. More importantly, the paper explores the causality between innovation and wages. First, we find some empirical support for “self-selection” — firms that innovate already pay higher wages before becoming innovators. Second, we find strong evidence of wage increases associated with starting innovation activity, which are persistent for three years after firms start innovating. Innovation pays off also for workers.