Search Results

View Selected Citations Select and View All Search Citations

Author: Diamond, Arthur M., Jr.

Resulting in 3 citations.

1.	Diamond, Arthur M., Jr.
1.	Distribution and Determinants of Individual Wage Profile Slopes Report, Columbus OH: Center for Human Resource Research, The Ohio State University, 1983 Cohort(s): Young Men Publisher: Center for Human Resource Research Keyword(s): Earnings; Employment; Labor Market, Secondary; Wages Individual wage profile slopes have been estimated for the first time using 5-10 (not necessarily consecutive) years of wage observations for 1,577 young men from the NLS of Young Men. The distribution of wage slopes centers around a mean annual percentage increase in real wages of 4 percent. The apparent unimodality of the distribution of the slopes as well as the preponderance of positive slopes even for high school dropouts may constitute additional evidence against the dual labor markets theory. The determinants of the slopes were learned by regressing the slopes on human capital variables and on other control variables. Wage slopes increase with education, years of marriage, and years of additional experience. Wage slopes decrease with age in year one, the wage in the first year, the years of experience in the first year and the number of observations used in calculating the slope. Also, whites had higher slopes than blacks.
	Bibliography Citation Diamond, Arthur M., Jr. "Distribution and Determinants of Individual Wage Profile Slopes." Report, Columbus OH: Center for Human Resource Research, The Ohio State University, 1983.

2.	Locay, Luis Regan, Tracy Lynn Diamond, Arthur M., Jr.
2.	The Effects of Spanish-Language Background on Completed Schooling and Aptitude Test Scores Working Paper No. 0710, Department of Economics, University of Miami, June 2009 Cohort(s): NLSY79 Publisher: Department of Economics, University of Miami Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); Educational Attainment; Ethnic Groups/Ethnicity; Family Background and Culture; Family Influences; Hispanic Youth; Hispanics; Home Environment; Human Capital; Immigrants; Intergenerational Patterns/Transmission; Language Development Permission to reprint the abstract has not been received from the publisher. We investigate the effect of speaking Spanish at home as a child on completed schooling and aptitude test scores using data from the NLSY79 on Hispanics who grew up in the U.S. We model the accumulation of traditional human capital and English fluency, leading to the joint determination of schooling and test scores. We find that speaking Spanish at home reduces test scores but has no significant effect on completed schooling. The reduction in test scores: 1) increases in magnitude in three of the tests when the parents are more educated; 2) is much more dramatic when the choice of home language is made endogenous; and 3) is not systematically greater for the verbal than for the math tests.
	Bibliography Citation Locay, Luis, Tracy Lynn Regan and Arthur M. Diamond. "The Effects of Spanish-Language Background on Completed Schooling and Aptitude Test Scores." Working Paper No. 0710, Department of Economics, University of Miami, June 2009.

3.	Locay, Luis Regan, Tracy Lynn Diamond, Arthur M., Jr.
3.	The Effects of Spanish-Language Background on Completed Schooling and Aptitude Test Scores Economic Inquiry 51,1 (January 2013): 527-562. Also: http://onlinelibrary.wiley.com/doi/10.1111/j.1465-7295.2012.00458.x/abstract Cohort(s): NLSY79 Publisher: Wiley Online Keyword(s): Aptitude; Armed Services Vocational Aptitude Battery (ASVAB); Educational Attainment; Hispanic Youth; Hispanics; Home Environment; Human Capital; Schooling Permission to reprint the abstract has not been received from the publisher. We investigate the effect of speaking Spanish at home as a child on completed schooling and aptitude test scores using data from the NLSY79 on Hispanics who grew up in the United States. We model the accumulation of traditional human capital and English fluency, leading to the joint determination of schooling and test scores. We find that speaking Spanish at home reduces test scores, but has no significant effect on completed schooling. The reduction in test scores (1) increases in magnitude in three of the tests when the parents are more educated; (2) is much more dramatic when the choice of home language is made endogenous; and (3) is not systematically greater for the verbal than for the math tests. (JEL I20, J15)
	Bibliography Citation Locay, Luis, Tracy Lynn Regan and Arthur M. Diamond. "The Effects of Spanish-Language Background on Completed Schooling and Aptitude Test Scores." Economic Inquiry 51,1 (January 2013): 527-562.

Admin