Search Results

View Selected Citations Select and View All Search Citations

Author: Hansen, Karsten T.

Resulting in 3 citations.

1.	Carneiro, Pedro M. Hansen, Karsten T. Heckman, James J.
1.	Removing the Veil of Ignorance in Assessing the Distributional Impacts of Social Policies IZA Discussion Paper No. 453, Institute for the Study of Labor (IZA), March 2002. Also: ftp://ftp.iza.org/dps/dp453.pdf Cohort(s): NLSY79 Publisher: Institute for the Study of Labor (IZA) Keyword(s): Educational Attainment; Educational Returns; Modeling; Welfare Permission to reprint the abstract has not been received from the publisher. This paper summarizes our recent research on evaluating the distributional consequences of social programs. This research advances the economic policy evaluation literature beyond estimating assorted mean impacts to estimate distributions of outcomes generated by different policies and determine how those policies shift persons across the distributions of potential outcomes produced by them. Our approach enables analysts to evaluate the distributional effects of social programs without invoking the "Veil of Ignorance" assumption often used in the literature in applied welfare economics. Our methods determine which persons are affected by a given policy, where they come from in the ex-ante outcome distribution and what their gains are. We apply our methods to analyze two proposed policy reforms in American education. These reforms benefit the middle class and not the poor.
	Bibliography Citation Carneiro, Pedro M., Karsten T. Hansen and James J. Heckman. "Removing the Veil of Ignorance in Assessing the Distributional Impacts of Social Policies." IZA Discussion Paper No. 453, Institute for the Study of Labor (IZA), March 2002.

2.	Carneiro, Pedro M. Heckman, James J. Hansen, Karsten T.
2.	Estimating Distributions of Treatment Effects with an Application to the Returns to Schooling and Measurement of the Effects of Uncertainty on College Choice IZA Discussion Paper No. 767, Institute for the Study of Labor (IZA), April 2003 Cohort(s): NLSY79 Publisher: Institute for the Study of Labor (IZA) Keyword(s): Armed Services Vocational Aptitude Battery (ASVAB); College Enrollment; Colleges; Educational Returns; LISREL; Modeling; Panel Study of Income Dynamics (PSID) Permission to reprint the abstract has not been received from the publisher. Also: NBER Working Paper No. 9546, National Bureau of Economic Research, March 2003. http://nber.nber.org/papers/w9546 This paper uses factor models to identify and estimate distributions of counterfactuals. We extend LISREL frameworks to a dynamic treatment effect setting, extending matching to account for unobserved conditioning variables. Using these models, we can identify all pairwise and joint treatment effects. We apply these methods to a model of schooling and determine the intrinsic uncertainty facing agents at the time they make their decisions about enrollment in school. Reducing uncertainty in returns raises college enrollment. We go beyond the "Veil of Ignorance" in evaluating educational policies and determine who benefits and who loses from commonly proposed educational reforms. We consider the information on these individuals from age 19 to age 35. For our analysis, we use the random sample of the NLSY and restrict the sample to 1161 white males for whom we have information on schooling, several parental background variables, test scores and behavior.
	Bibliography Citation Carneiro, Pedro M., James J. Heckman and Karsten T. Hansen. "Estimating Distributions of Treatment Effects with an Application to the Returns to Schooling and Measurement of the Effects of Uncertainty on College Choice." IZA Discussion Paper No. 767, Institute for the Study of Labor (IZA), April 2003.

3.	Hansen, Karsten T. Heckman, James J. Mullen, Kathleen J.
3.	The Effect of Schooling and Ability on Achievement Test Scores IZA Discussion Papers 826, Institute for the Study of Labor (IZA), July 2003. Also: ftp://repec.iza.org/RePEc/Discussionpaper/dp826.pdf Cohort(s): NLSY79 Publisher: Institute for the Study of Labor (IZA) Keyword(s): Armed Forces Qualifications Test (AFQT); Bayesian; Cognitive Ability; Education; Endogeneity; I.Q.; Schooling; Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. This paper develops two methods for estimating the effect of schooling on achievement test scores that control for the endogeneity of schooling by postulating that both schooling and test scores are generated by a common unobserved latent ability. These methods are applied to data on schooling and test scores. Estimates from the two methods are in close agreement. We find that the effects of schooling on test scores are roughly linear across schooling levels. The effects of schooling on measured test scores are slightly larger for lower latent ability levels. We find that schooling increases the AFQT score on average between 2 and 4 percentage points, roughly twice as large as the effect claimed by Herrnstein and Murray (1994) but in agreement with estimates produced by Neal and Johnson (1996) and Winship and Korenman (1997). We extend the previous literature by estimating the impact of schooling on measured test scores at various quantiles of the latent ability distribution. Also available as: NBER Working Papers 9881, National Bureau of Economic Research, Inc. Working Paper Series 2003:13, IFAU - Institute for Labour Market Policy Evaluation.
	Bibliography Citation Hansen, Karsten T., James J. Heckman and Kathleen J. Mullen. "The Effect of Schooling and Ability on Achievement Test Scores." IZA Discussion Papers 826, Institute for the Study of Labor (IZA), July 2003.

Admin