53450019
Gender Gaps in Early Educational Achievement
This paper analyzes the source of the gender gap in third grade numeracy and reading. We adopt an Oaxaca-Blinder approach and decompose the gender gap in educational achievement into endowment and response components. Our estimation relies on unusually rich panel data from the Longitudinal Survey of Australian Children in which information on child development reported by parents and teachers is linked to each child's results on a national, standardized achievement test. We find that girls in low- and middle-SES families have an advantage in reading, while boys in high-SES families have an advantage in numeracy. Girls score higher on their third grade reading tests in large part because they were more ready for school at age four and had better teacher-assessed literacy skills in kindergarten. Boys' advantage in numeracy occurs because they achieve higher numeracy test scores than girls with the same education-related characteristics.
13778506
Gender differences in mathematics achievement: Exploring the early grades and the extremes
Abstract Gender differences in mathematics achievement have important implications for the underrepresentation of women in science. Typically, gender differences in mathematics achievement are thought to emerge at the end of middle school and beginning of high school, yet some studies find differences among younger children. This paper utilizes data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to analyze differences in a nationally representative sample of kindergartners as they progress from kindergarten to fifth grade. Using quantile regression models to examine gender differences across the distribution, differences are found among students as early as kindergarten. Initially boys are found to do better at the top of the distribution and worse at the bottom, but by third grade boys do as well or better than girls throughout the distribution. The male advantage at the top of the distribution among entering kindergartners is largest among families with high parental education, suggesting that gender dynamics in middle and upper class families have important implications for continuing gender segregation in science occupations. Gender differences for entering kindergartners also vary across race, with Asians exhibiting the largest male advantage at the top of the distribution. In contrast to the overall pattern, among Latino kindergartners girls have an advantage over boys at the top of the distribution.
53975454
On the Origins of Gender Human Capital Gaps: Short and Long Term Consequences of Teachers’ Stereotypical Biases
In this paper, we estimate the effect of primary school teachers’ gender biases on boys’ and girls’ academic achievements during middle and high school and on the choice of advanced level courses in math and sciences during high school. For identification, we rely on the random assignments of teachers and students to classes in primary schools. Our results suggest that teachers’ biases favoring boys have an asymmetric effect by gender— positive effect on boys’ achievements and negative effect on girls’. Such gender biases also impact students’ enrollment in advanced level math courses in high school—boys positively and girls negatively. These results suggest that teachers’ biased behavior at early stage of schooling have long run implications for occupational choices and earnings at adulthood, because enrollment in advanced courses in math and science in high school is a prerequisite for post-secondary schooling in engineering, computer science and so on. This impact is heterogeneous, being larger for children from families where the father is more educated than the mother and larger on girls from low socioeconomic background.
145426579
Early Schooling: The Handicap of Being Poor and Male
In trying to understand the origin of gender differences favoring girls in reading skills, analysts have examined mainly the performance of students who are in the same grade, with samples pooled across socioeconomic status (SES). Using a longitudinal sample in Baltimore, where all students in a randomly selected panel are the same age and are followed from the beginning of the first grade, the authors found that the early reading skills of boys who are receiving meal subsidies-those who are disadvantaged-are lower than those of girls. Among children who are not on meal subsidies, boys do about the same as girls. This gender gap that emerges over the elementary school years is explained in terms of the higher retention rate of disadvantaged boys, which traces back to teachers' low ratings of classroom behavior and reading skills for boys on meal subsidies and to their parents' lower expectations for boys' school performance. The longitudinal design of this study, the early point from which children are followed (age 6), and the attention given to SES differences in how parents and teachers treat boys are key differences between this research and other studies of gender differences in reading comprehension. The discussion points up the critical nature of the first-grade transition in relation to the gender gap and some of its long-term implications.
150340341
Where the Boys Aren&Apos;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.
10627439
Gender Inequalities in Education
The terrain of gender inequalities in education has seen much change in recent decades. This article reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys. Of course, achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in postsecondary education, college completion, and graduate and professional school experiences. We recommend three directions for future research: (a) interdisciplinary efforts to understand gender differences in cognitive development and noncognitive abilities in early childhood, (b) research on the structure and practices of schooling, and (c) analyses of how gender differences might amplify other kinds of inequalities, such as racial, ethnic, class, or nativity inequalities.
9733904
Social and behavioral skills and the gender gap in early educational achievement.
Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success.
14856949
Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School
Using data from the 1998–99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores. Girls in every racial category outperform boys on reading tests, while boys score at least as well on math and science tests as girls. However, boys in all racial categories across all subject areas are not represented in grade distributions where their test scores would predict. Boys who perform equally as well as girls on reading, math, and science tests are graded less favorably by their teachers, but this less favorable treatment essentially vanishes when noncognitive skills are taken into account. For some specifications there is evidence of a grade “bonus” for boys with test scores and behavior like their girl counterparts.
153901692
Wage Discrimination: Reduced Form and Structural Estimates
Regressions explaining the wage rates of white males, black males, and white females are used to analyze the white-black wage differential among men and the male-female wage differential among whites. A distinction is drawn between reduced form and structural wage equations, and both are estimated. They are shown to have very different implications for analyzing the white-black and male-female wage differentials. When the two sets of estimates are synthesized, they jointly imply that 70 percent of the overall race differential and 100 percent of the overall sex differential are ultimately attributable to discrimination of various sorts.
153517074
Male-Female Wage Differentials in Urban Labor Markets
CULTURE, TRADITION, AND OVERT DISCRIMINATION tend to make restrictive the terms by which women may participate in the labor force. These influences combine to generate an unfavorable occupational distribution of female workers vis-a-vis male workers and to create pay differences between males and females within the same occupation. The result is a chronic earnings gap between male and female full-time, year-round workers. Unfortunately, explanations at this level of generality are mainly descriptive. It is the purpose of this paper to estimate the average extent of discrimination against female workers in the United States and to provide a quantitative assessment of the sources of male-female wage differentials.
126122362
Decomposition Methods in Economics
This chapter provides a comprehensive overview of decomposition methods that have been developed since the seminal work of Oaxaca and Blinder in the early 1970s. These methods are used to decompose the difference in a distributional statistic between two groups, or its change over time, into various explanatory factors. While the original work of Oaxaca and Blinder considered the case of the mean, our main focus is on other distributional statistics besides the mean such as quantiles, the Gini coefficient or the variance. We discuss the assumptions required for identifying the different elements of the decomposition, as well as various estimation methods proposed in the literature. We also illustrate how these methods work in practice by discussing existing applications and working through a set of empirical examples throughout the paper.
55412985
The mythical 'Boy Crisis'?
The popular press has put forth the idea that the US educational system is experiencing a "boy crisis," where boys are losing ground to girls across multiple dimensions. Here, we analyze these claims in the context of math and reading achievement during early primary school. We reach two conclusions. First, white boys outperform white girls in math across virtually the entire distribution by the end of third grade; there is less evidence for other races. Second, boys lag behind girls in reading at the start of kindergarten and at the end of third grade across all races, but only the lowest-achieving boys lose ground over the first 4 years; boys gain ground between first and third grades.
34821740
Leaving Boys Behind
Using data from the “Monitoring the Future” surveys, this paper shows that from the 1980s to the 2000s, the mode of girls’ high school GPA distribution has shifted from “B” to “A,” essentially “leaving boys behind” as the mode of boys’ GPA distribution stayed at “B.” In a reweighted Oaxaca-Blinder decomposition of achievement at each GPA level, we find that changes to gender differences in post-secondary expectations, in particular expectations for attending graduate or professional school, are the most important factors accounting for this trend after controlling for school ability and they occur as early as the eighth grade.
16363291
Geographic Variation in the Gender Differences in Test Scores
The causes and consequences of gender disparities in standardized test scores -- especially in the high tails of achievement -- have been a topic of heated debate. The existing evidence on standardized test scores largely confirms the prevailing stereotypes that more men than women excel in math and science while more women than men excel in tests of language and reading. We provide a new perspective on this gender gap in test scores by analyzing the variation in these disparities across geographic areas. We illustrate that male-female ratios of students scoring in the high ranges of standardized tests vary significantly across the United States. This variation is systematic in several important ways. In particular, states where males are highly overrepresented in the top math and science scores also tend to be states where women are highly overrepresented in the top reading scores. This pattern suggests that states vary in their adherence to stereotypical gender performance, rather than favoring one sex over the other across all subjects. Furthermore, since the genetic distinction and the hormonal differences between sexes that might affect early cognitive development (that is, innate abilities) are likely the same regardless of the state in which a person happens to be born, the variation we find speaks to the nature-versus-nurture debates surrounding test scores and suggests environments significantly impact gender disparities in test scores.
42256455
School Context and the Gender Gap in Educational Achievement
Today, boys generally underperform relative to girls in schools throughout the industrialized world. Building on theories about gender identity and reports from prior ethnographic classroom observations, we argue that school environment channels conceptions of masculinity in peer culture, fostering or inhibiting boys’ development of anti-school attitudes and behavior. Girls’ peer groups, by contrast, vary less strongly with the social environment in the extent to which school engagement is stigmatized as un-feminine. As a consequence, boys are more sensitive than girls to school resources that create a learning-oriented environment. To evaluate this argument, we use a quasi-experimental research design and estimate the gender difference in the causal effect of peer socioeconomic status (SES) as an important school resource on test scores. Our design is based on the assumption that assignment to 5th-grade classrooms within Berlin’s schools is as good as random, and we evaluate this selection process with an examination of Berlin’s school regulations, a simulation analysis, and qualitative interviews with school principals. Estimates of the effect of SES composition on male and female performance strongly support our central hypothesis, and other analyses support our proposed mechanism as the likely explanation for gender differences in the causal effect.
10421998
Socioeconomic Status Modifies the Sex Difference in Spatial Skill
We examined whether the male spatial advantage varies across children from different socioeconomic (SES) groups. In a longitudinal study, children were administered two spatial tasks requiring mental transformations and a syntax comprehension task in the fall and spring of second and third grades. Boys from middle-and high-SES backgrounds outperformed their female counterparts on both spatial tasks, whereas boys and girls from a low-SES group did not differ in their performance level on these tasks. As expected, no sex differences were found on the verbal comprehension task. Prior studies have generally been based on the assumption that the male spatial advantage reflects ability differences in the population as a whole. Our finding that the advantage is sensitive to variations in SES provides a challenge to this assumption, and has implications for a successful explanation of the sex-related difference in spatial skill.
55049353
The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior
This paper explores the importance of the home and school environments in explaining the gender gap in disruptive behavior. We document large differences in the gender gap across key features of the home environment - boys do especially poorly in broken families. In contrast, we find little impact of the early school environment on non-cognitive gaps. Differences in endowments explain a small part of boys' non-cognitive deficit in single-mother families. More importantly, non-cognitive returns to parental inputs differ markedly by gender. Broken families are associated with worse parental inputs and boys' non-cognitive development, unlike girls', appears extremely responsive to such inputs.
210877088
Teachers and the Gender Gaps in Student Achievement
A prominent class of explanations for the gender gaps in student outcomes focuses on the interactions between students and teachers. In this study, I examine whether assignment to a same-gender teacher influences student achievement, teacher perceptions of student performance, and student engagement. This study’s identification strategy exploits a unique matchedpairs feature of a major longitudinal study, which provides contemporaneous data on student outcomes in two different subjects. Within-student comparisons indicate that assignment to a same-gender teacher significantly improves the achievement of both girls and boys as well as teacher perceptions of student performance and student engagement with the teacher’s subject.
53467451
Assessment and age 16+ education participation
This paper summarises our research into the relationship between pupil assessment at age 14 (Key Stage 3) and participation in age 16+ education. We question whether a systematic gap between teacher‐based assessment and externally marked tests indicates assessment bias or uncertainty, either in testing procedures or through teachers’ perceptions of pupils’ skills. We explore whether these errors have consequences for pupils’ subsequent educational attainment and participation. We find that teacher and test assessments diverge slightly along lines of pupil characteristics, especially prior achievement, clearly observable to the teacher but less so to external assessors, but this does not conform to notions of teacher stereotyping. Moreover, the divergence between the assessments at age 14 has almost no bearing on pupil qualifications or participation in education after age 16, and is unlikely to influence participation rates in higher education (HE).
154968047
Is the Gender Gap in School Performance Affected by the Sex of the Teacher
Girls outperform boys in school. We investigate whether the gender performance gap can be attributed to the fact that the teacher profession is female dominated, that is, is there a causal effect on student outcomes from having a same-sex teacher? Using data on uppersecondary school students and their teachers from the municipality of Stockholm, Sweden, we find that the gender performance differential is larger in subjects where the share of female teachers is higher. We argue, however, that this effect can not be interpreted as causal, mainly due to teacher selection into different subjects and nonrandom student-teacher matching. Exploring the fact that teacher turnover and student mobility give rise to variation in teacher’s gender within student and subject, we estimate the effect on student outcomes of changing to a teacher of the same sex. We find no strong support for our initial hypothesis that a same-sex teacher improves student outcomes.
5956570
The Path through Math: Course Sequences and Academic Performance at the Intersection of Race‐Ethnicity and Gender
Using new national data from Adolescent Health and Academic Achievement (AHAA), this article examines high school math patterns for students of different race‐ethnicity and gender. Compared with white males, African American and Latino males receive lower returns from taking Algebra I during their freshman year, reaching lower levels of the math course sequence when they begin in the same position. This pattern is not explained by academic performance, and, furthermore, African American males receive less benefit from high math grades. Lower returns are not observed for minority female students, suggesting that more attention to racial‐ethnic inequality in math among male students is needed.
18439929
Teachers, Schools, and Academic Achievement
Considerable controversy surrounds the impact of schools and teachers on the achievement of students. This paper disentangles the separate factors influencing achievement with special attention given to the role of teacher differences and other aspects of schools. Unique matched panel data from the Harvard/UTD Texas Schools Project permit distinguishing between total effects and the impact of specific, measured components of teachers and schools. While schools are seen to have powerful effects on achievement differences, these effects appear to derive most importantly from variations in teacher quality. A lower bound suggests that variations in teacher quality account for at least 7« percent of the total variation in student achievement, and there are reasons to believe that the true percentage is considerably larger. The subsequent analysis estimates educational production functions based on models of achievement growth with individual fixed effects. It identifies a few systematic factors a negative impact of initial years of teaching and a positive effect of smaller class sizes for low income children in earlier grades but these effects are very small relative to the effects of overall teacher quality differences.
204409676
Scoring Occupational Categories for Social Research: A Review of Current Practice, with
The scoring of occupational categories has a long history. After reviewing the historical background, we develop and discuss the properties of two new Australian scales based on current theorising in stratification research. The first is based on the operation of the labour market and scores occupations to reflect their central role in converting educational credentials into market income. The second is based on patterns of social interaction and scores occupations to reflect the choices that people make in marriage markets. While these two scales are not theoretically or empirically equivalent, they are closely related and provide equally valid, but alternative, ways of measuring the underlying
13044318
Estimating cognitive gaps between Indigenous and non‐Indigenous Australians
Improving cognitive skills of young children has been suggested as a possible strategy for equalising opportunities across racial groups. Using data on four and five year olds in the Longitudinal Survey of Australian Children, we focus on two cognitive tests: the Peabody Picture Vocabulary Test, and the ‘Who Am I?’ test. We estimate the test score gap between Indigenous and non‐Indigenous children to be about 0.3–0.4 standard deviations, suggesting that the typical Indigenous five year old has a similar test score to the typical non‐Indigenous four year old. Between one‐third and two‐thirds of the Indigenous/non‐Indigenous test score gap appears to be due to socio‐economic differences, such as income and parental education. We review the literature on test score differences in Australia, and observe that our estimated gaps are lower than most of those found in the literature. This implies that the test score gap between Indigenous and non‐Indigenous children may widen during school years, a finding that has implications for policies aimed at improving educational opportunities for Indigenous children.
23527587
Nature’s experiment? Handedness and early childhood development
In recent years, a large body of research has investigated the various factors affecting child development and the consequent impact of child development on future educational and labor market outcomes. In this article, we contribute to this literature by investigating the effect of handedness on child development. This is an important issue given that around 10% of the world’s population is left-handed and given recent research demonstrating that child development strongly affects adult outcomes. Using a large, nationally representative sample of young children, we find that the probability of a child being left-handed is not significantly related to child health at birth, family composition, parental employment, or household income. We also find robust evidence that left-handed (and mixed-handed) children perform significantly worse in nearly all measures of development than right-handed children, with the relative disadvantage being larger for boys than girls. Importantly, these differentials cannot be explained by different socioeconomic characteristics of the household, parental attitudes, or investments in learning resources.
28007785
Schooling Resources, Educational Institutions and Student Performance: the International Evidence
This paper estimates the effects of family background, resources and institutions on mathematics and science performance using an international database of more than 260,000 students from 39 countries which includes extensive background information at the student, teacher, school and system level.The student-level estimations show that international differences in student performance cannot be attributed to resource differences but are considerably related to institutional differences.Among the many institutions which combine to yield major positive effects on student performance are centralized examinations and control mechanisms, school autonomy in personnel and process decisions, individual teacher influence over teaching methods, limits to teacher unions’ influence on curriculum scope, scrutiny of students’ achievement and competition from private schools.
142696863
Family Endowments and the Achievement of Young Children with Special Reference to the Underclass
This paper investigates the factors underlying cognitive achievement among young children using a Becker-Tomes model of intergenerational transmission adapted to incorporate transmission of a family's cultural orientation toward achievement. The model relates a child's achievement to parental income and cognitive skills as well as to grandparent's income and education. Using data on PPVT scores for children born to women in the National Longitudinal Surveys of Youth, we find large and significant positive effects of the mother's AFQT score, her schooling, and the grandparents' schooling. We also find that increases in the mother's hours at work bear significant negative effects on her child's achievement. This effect is only partially compensated for by higher money income among these young children. A mother's welfare dependence is associated with a reduction in her child's PPVT score, an effect that is not explained by poverty persistence. Evidence that welfare participation signals transmission of low achievement orientation while variables such as maternal education signal positive values is reinforced through the use of a mediating variable measuring the time a mother spends reading to her children.
144054567
Paternal involvement and children's behavior problems
Although a large number of studies have examined associations between paternal involvement and children's outcomes, most are based on a single source of data or fail to control for maternal involvement. We used data from the National Survey of Families and Households (n = 994) to test the hypothesis that positive father involvement is associated with fewer behavior problems in children. To avoid same-source bias, we used fathers ' reports of involvement with children and mothers' reports of children's behavior problems. To determine if fathers make a unique contribution to their children's behavior, we controlled for mothers' reports of maternal involvement. Structural equation models revealed that positive paternal and maternal involvement were independently and significantly associated with children's behavior problems. Estimated effects were similar for biological fathers, stepfathers, White fathers, Black fathers, and Latino fathers. Key Words: Black fathers fathers, fathers, Latino fathers, parent-child relations, stepfathers. We examine the notion that fathers' positive involvement with children in two-parent households-as reflected in shared activities, supportive behavior, and feelings of affection-has beneficial implications for children's behavior and development. Although many people assume that a positive father-child relationship benefits children, the evidence for this assumption is surprisingly weak. Many studies demonstrate statistically significant associations between paternal involvement and child outcomes. (See Biller, 1993; Lamb, 1997; Popenoe, 1996; and Snarey, 1994, for reviews.) Two major limitations, however, are common in this research. First, many studies use the same source of information on fathers' behavior and children's outcomes. For example, children may report how close they feel to their fathers, as well as their own self-esteem. Observed associations in these single-source studies are likely to be inflated by shared-method variance. Second, many studies fail to control for the quality of the mother-child relationship when estimating the impact of the father-child relationship. Mothers who are especially effective parents also may be supportive of paternal involvement with children. If this is true, then observed associations between paternal involvement and child outcomes may be spurious. To determine if fathers are uniquely important to children's well-being, it is necessary to include the quality of the mother-child relationship in analyses. The study presented here contributes new evidence of the links between paternal involvement and child outcomes using the 1987-1988 National Survey of Families and Households (NSFH). To avoid problems with shared-method variance, we use fathers' reports of involvement with children and mothers' reports of children's behavior. To see if paternal involvement is associated independently with children's behavior, we control for the level of maternal involvement. In addition, we consider whether estimated father effects vary between biological fathers and stepfathers and between fathers from different racial and ethnic groups. CONCEPTUAL FRAMEWORK As children develop, they actively use the resources in their social and physical environments. Because fathers and mothers are usually (but not always) the central members of children's social networks, children's development is bound closely with the quantity and quality of resources that parents provide. Perspectives in sociology (Coleman, 1988) and developmental psychology (Lamb, 1997) assume that fathers contribute to their children's development, not only through the provision of financial capital, but also through the quality of their interactions with children. For this reason, Coleman used the presence of the father in the household as a key indicator of children's social capital. Later studies, however, have extended Coleman's work to focus on specific paternal behaviors because fathers who are inattentive or abusive do not provide social capital to their children. …
154756286
Mothers' Employment and Children's Educational Gender Gap
This paper analyzes the connection between two concurrent trends since 1950: the narrowing and reversal of the educational gender gap and the increased labor force participation rate (LFPR) of married women. We hypothesize that the education production for boys is more adversely affected by a decrease in the mother's time input as a result of increasing employment. Therefore, an increase in the labor force participation rate of married women may narrow and even reverse the educational gender gap in the following generation. We use micro data from the Norwegian registry to directly show that the mother's employment during her children's childhood has an asymmetric effect on the educational achievement of her own sons and daughters. We also document a positive correlation between the educational gender gap in a particular generation and the LFPR of married women in the previous generation at the U.S. state level. We then propose a model that generates a novel prediction about the implications of these asymmetric effects on the mothers' labor supply decisions and find supporting evidence in both the U.S. and Norwegian data.
16370254
The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School
Using K–8 national longitudinal data, the authors investigate males’ and females’ achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers’ assessments of males and females are compared. The authors find no math gender gap in kindergarten, except at the top of the distribution; however, females throughout the distribution lose ground in elementary school and regain some in middle school. In reading, gaps favoring females generally narrow but widen among low-achieving students. However, teachers consistently rate females higher than males in both subjects, even when cognitive assessments suggest that males have an advantage. Implications for policy and further research are discussed.
206422378
Language-Minority Learners in Special Education
Using data from the Early Childhood Longitudinal Study—Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grade, they were overrepresented in third grade across all disability categories. LM status, teacher ratings of language and literacy skills, and reading proficiency level were significant predictors of placement in special education. Kindergarten teacher ratings of language and literacy skills were highly predictive of subsequent placement in special education. The implications for developing a model of early identification, the response-to-intervention model in particular, for LM learners at risk for academic difficulties are discussed.
59429002
A Big Fish in a Small Pond: Ability Rank and Human Capital Investment
We study the impact of a student’s ordinal rank in a high school cohort on educational attainment several years later. To identify a causal effect, we compare multiple cohorts within the same school, exploiting idiosyncratic variation in cohort composition. We find that a student’s ordinal rank significantly affects educational outcomes later in life. Students with a higher rank are significantly more likely to finish high school and to attend college. Exploring potential channels, we find that students with a higher rank have higher expectations about their future career, as well as a higher perceived intelligence.
155076478
Employers' discriminatory behavior and the estimation of wage discrimination
This paper considers the linkage of empirical estimates of wage discrimination between two groups, introduced by Oaxaca (1973), to a theoretical model of employers' discriminatory behavior. It is shown that, conditional on different assumptions about employers' discriminatory tastes, Oaxaca's estimators of wage discrimination can be derived. That the approach is more generally useful is demonstrated by deriving an alternative estimator of wage discrimination, based on the assumption that within each type of labor (e.g., unskilled, skilled) the utility function capturing employers' discriminatory tastes is homogeneous of degree zero with respect to labor inputs from each of the two groups. The estimators are compared empirically in an application to male-female wage differentials.(This abstract was borrowed from another version of this item.)
154005913
On Decomposing the Wage Gap: A Critical Comment on Blinder's Method
Many studies have found that the impact of schooling on earnings is greater for females than for males, despite the fact that females tend to earn less, both absolutely and controlling for personal characteristics. This study investigates possible ...
57564732
Identification in Detailed Wage Decompositions
The standard wage decomposition methodology produces arbitrary results when attempting to estimate the separate contributions of sets of dummy variables to the unexplained portion of the wage decomposition: the estimates are not invariant with respect to the choice of reference groups. However, the estimated separate contributions of sets of dummy variables to the explained portion and the overall decomposition are shown not to be dependent upon the choice of left-out reference groups. A similar identification problem applies to continuous variables, although this may not be as likely to cause problems in practice.
17060679
Birthweight and Academic Achievement in Childhood
Research has shown that birth weight has a lasting impact on later-life outcomes such as educational attainment and earnings. This paper examines the role of health at birth in determining academic achievement in childhood, which may provide the link between birth weight and adult outcomes. Using three waves of the Child Development Supplement of the Panel Study of Income Dynamics data over 1997-2007, we build on the literature by employing the fetal growth rate as a proxy for net nutritional intake in utero and propose a nested error-component two-stage least squares estimator that draws on internal instruments from alternative dimensions of the multilevel panel data set. In particular, this alternative estimator allows us to exploit the information on children with no siblings in the sample, which comprise over 40% of the observations in our sample, as well as to obtain coefficient estimates for the time-invariant variables such as race and maternal education. This would not be feasible with the usual mother fixed effects estimation. We obtain modest but significant effects of both birth weight and the fetal growth rate on math and reading scores, with the effects concentrated in the low birth weight range. Infant health measures appear to explain little of the well-documented racial disparity in test scores.