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Author: Bond, Timothy N.

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1.	Bond, Timothy N.
1.	Essays on Internal Labor Markets and Education Ph.D. Dissertation, Boston University, 2013 Cohort(s): Children of the NLSY79 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Racial Differences; School Progress; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. Chapter two analyzes how the way we measure achievement affects estimates of the black-white test gap among young children. Although both economists and psychometricians typically treat test scores as interval scales, they are reported using ordinal scales. We use the Early Childhood Longitudinal Study and the Children of the National Longitudinal Survey to examine the effect of order-preserving scale transformations on the evolution of the black-white reading test score gap from kindergarten entry through third grade. Plausible transformations reverse the growth of the gap in the CNLSY and greatly reduce it in the ECLS-K during the early school years. All growth from entry through first grade and a nontrivial proportion from first to third grade probably reflects scaling decisions. To address the measurement problems demonstrated in chapter two, in chapter three we relate test scores to adult outcomes. Using data from the CNLSY, we perform order-preserving scale transformations on reading and math test scores to maximize their ability to predict completed education. We find that the black-white achievement gap grows during the early years of education when measured in terms of test scores' economic value. Classical measurement error is ins ufficient to explain the growth in the gap.
	Bibliography Citation Bond, Timothy N. Essays on Internal Labor Markets and Education. Ph.D. Dissertation, Boston University, 2013.

2.	Bond, Timothy N. Lang, Kevin
2.	The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results NBER Working Paper No. 17960. National Bureau of Economic Research, March 2012. Also: http://www.nber.org/papers/w17960 Cohort(s): Children of the NLSY79 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Racial Differences; School Progress; Test Scores/Test theory/IRT Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Child-hood Longitudinal Study and the Children of the National Longitudinal Survey of Youth, we examine how order-preserving scale transformations affect the evolution of the black-white reading test score gap from kindergarten entry through third grade. Plausible transformations reverse the growth of the gap in the CNLSY and greatly reduce it in the ECLS-K during the early school years. All growth from entry through first grade and a nontrivial proportion from first to third grade probably reflects scaling decisions.
	Bibliography Citation Bond, Timothy N. and Kevin Lang. "The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results." NBER Working Paper No. 17960. National Bureau of Economic Research, March 2012.

3.	Bond, Timothy N. Lang, Kevin
3.	The Evolution of the Black-White Test Score Gap in Grades K–3: The Fragility of Results Review of Economics and Statistics 95,5 (December 2013): 1468-1479. Also: www.mitpressjournals.org/doi/abs/10.1162/REST_a_00370#.U5DN_hDCrsk Cohort(s): Children of the NLSY79 Publisher: MIT Press Keyword(s): Early Childhood Longitudinal Study (ECLS-B, ECLS-K); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Racial Differences; School Progress; Test Scores/Test theory/IRT Although both economists and psychometricians typically treat them as interval scales, test scores are reported using ordinal scales. Using the Early Childhood Longitudinal Study (ECLS-K) and the Children of the National Longitudinal Survey of Youth (CNLSY), we examine how order-preserving scale transformations affect the evolution of the black-white reading test score gap from kindergarten entry through third grade. Plausible transformations reverse the growth of the gap in the CNLSY and greatly reduce it in the ECLS-K during the early school years. All growth from entry through first grade and a nontrivial proportion from first to third grade probably reflects scaling decisions.
	Bibliography Citation Bond, Timothy N. and Kevin Lang. "The Evolution of the Black-White Test Score Gap in Grades K–3: The Fragility of Results." Review of Economics and Statistics 95,5 (December 2013): 1468-1479.

4.	Bond, Timothy N. Lehmann, Jee-Yeon K.
4.	Prejudice and Racial Matches in Employment Labour Economics 51 (April 2018): 271-293. Also: https://www.sciencedirect.com/science/article/pii/S0927537117302166 Cohort(s): NLSY97 Publisher: Elsevier Keyword(s): Discrimination, Racial/Ethnic; Employment History; General Social Survey (GSS); Racial Differences; Supervisor Characteristics We develop a model in which some employers hold unobservable racial prejudice towards black workers. Workers, however, observe a signal of prejudice status -- the presence of a black supervisor. Jobs in firms with black supervisors hold higher option value for black workers, because they are less likely to face prejudice-based termination. Hence, black workers are willing to accept employment with lower expected match quality from firms with black supervisors. We derive predictions on differences in wages and job stability across supervisor race and prejudice levels and find empirical support for them using unique longitudinal data on worker's supervisor and state-level measures of prejudice.
	Bibliography Citation Bond, Timothy N. and Jee-Yeon K. Lehmann. "Prejudice and Racial Matches in Employment." Labour Economics 51 (April 2018): 271-293.

5.	Petre, Melinda Bond, Timothy N.
5.	Power in Numbers? A Dynamic Model of Wages and Gender Sorting in the Face of Time-Varying Prejudice Presented: Miami FL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 12-14, 2015 Cohort(s): NLSY79 Publisher: Association for Public Policy Analysis and Management (APPAM) Keyword(s): Current Population Survey (CPS) / CPS-Fertility Supplement; Gender Differences; Occupational Choice; Occupational Segregation; Wage Gap Permission to reprint the abstract has not been received from the publisher. Does having more women in an occupation matter for women selecting into occupations over the course of their careers? Do women in male dominated occupations earn more than women in female dominated occupations? We develop and test a dynamic model of gender sorting into occupations in the face of time-varying prejudice using data from the NLSY, DOT and CPS. Specifically, we investigate how the within occupation wage gap changes as the within occupation gender composition changes over time. Preliminary analysis suggests that women who enter highly segregated occupations earn more than women who enter those same occupations when they are less segregated and changes in the wage gap lead changes in gender segregation.
	Bibliography Citation Petre, Melinda and Timothy N. Bond. "Power in Numbers? A Dynamic Model of Wages and Gender Sorting in the Face of Time-Varying Prejudice." Presented: Miami FL, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 12-14, 2015.

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