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Author: Kreisman, Daniel M.

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1.	Kreisman, Daniel M.
1.	Three Essays on Race and Human Capital Ph.D. Dissertation, Graduate School of Public Policy Studies, The University of Chicago, 2012 Cohort(s): NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): Black Studies; Discrimination; Employment; Human Capital; Racial Differences; Skin Tone; Wage Differentials; Wages Permission to reprint the abstract has not been received from the publisher. The following presents three essays on racial disparities in human capital investments and returns to skill over the life-cycle. The first chapter, "The Source of Black-White Inequality in Early Language Acquisition: Evidence from Early Head Start, " addresses the source and timing of divergence in the accumulation of early childhood skills between black and white children. The second chapter, "The Effects of the Jeanes and Rosenwald Funds on Black Education by 1930: Comparing Returns on Investments in Teachers and Schools," estimates the combined and comparative effects of two large philanthropies targeting rural black schools in the segregated South. The third chapter, "Blurring the Color Line: Wages and Employment for Black Males of Different Skin Tones," co-authored with Marcos Rangel, tests for wage differentials within race, across skin color, utilizing a measure of skin tone placed in a prominent social survey. Taken together, these essays evaluate the role race plays in inequality above and beyond what can be explained away by racial disparities in wealth, family circumstances, prior education and other comparable measures. Each essay is written from a human capital perspective, drawing on literature in economics, public policy and education, seeking to broaden our understanding of the incongruous relationship between race and inequality in America.
	Bibliography Citation Kreisman, Daniel M. Three Essays on Race and Human Capital. Ph.D. Dissertation, Graduate School of Public Policy Studies, The University of Chicago, 2012.

2.	Kreisman, Daniel M. Rangel, Marcos A.
2.	On the Blurring of the Color Line: Wages and Employment for Black Males of Different Skin Tones Review of Economics and Statistics 97,1 (March 2015): 1-13. Also: http://www.mitpressjournals.org/doi/abs/10.1162/REST_a_00464 Cohort(s): NLSY97 Publisher: MIT Press Keyword(s): Black Studies; Discrimination; Earnings; Employment; Skin Tone; Wage Gap We evaluate the role skin color plays in earnings and employment for Black males in the NLSY97. By applying a novel, scaled measure of skin tone to a nationally representative sample, and by estimating the evolution of labor market differentials over time, we bridge a burgeoning literature on skin color with more established literatures on wage differentials and labor market discrimination. We find that while intra-racial wage gaps widen with experience, gaps between the lightest skinned Black workers and Whites remain constant, suggesting that a blurring of the color line elicits subtle yet meaningful variation in earnings differentials over time.
	Bibliography Citation Kreisman, Daniel M. and Marcos A. Rangel. "On the Blurring of the Color Line: Wages and Employment for Black Males of Different Skin Tones." Review of Economics and Statistics 97,1 (March 2015): 1-13.

3.	Kreisman, Daniel M. Stange, Kevin
3.	Does Vocational Course-Taking Ease School-to-Work Transitions? A Dynamic Choice Model Presented: Albuquerque NM, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2014 Cohort(s): NLSY97 Publisher: Association for Public Policy Analysis and Management (APPAM) Keyword(s): Educational Attainment; High School Curriculum; Labor Market Outcomes; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. Vocational courses that prepare students for work are the second-most common type of course taken in American high schools, behind only English. This paper examines the determinants and consequences of vocational course taking during high school using detailed transcript, post-secondary and labor market outcome data from the NLSY97. We develop a dynamic choice model through which students sort into vocational and/or academic coursework. The model simultaneously captures high school curriculum choice, academic performance, postsecondary attainment and earnings to i) delineate the channels through which students sort into vocational coursework, and ii) determine how high school curriculum may impact later life outcomes. Initial reduced-form estimates suggest that students sort into vocational curricula in response to new information about their academic ability and that this coursework is particularly useful in the labor market for students who do not eventually go on to college.
	Bibliography Citation Kreisman, Daniel M. and Kevin Stange. "Does Vocational Course-Taking Ease School-to-Work Transitions? A Dynamic Choice Model." Presented: Albuquerque NM, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2014.

4.	Kreisman, Daniel M. Stange, Kevin
4.	Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth NBER Working Paper No. 23851, National Bureau of Economic Research, September 2017. Also: http://nber.org/papers/w23851 Cohort(s): NLSY97 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Earnings; High School Curriculum; Vocational Education Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the NLSY97. Our results are two-fold. First, students positively sort into vocational courses, suggesting the belief that low ability students are funneled into vocational coursework is unlikely true. Second, we find higher earnings among students taking more upper-level vocational courses -- a nearly 2% wage premium for each additional year, yet we find no gain from introductory vocational courses. These results suggest (a) policies limiting students' ability to take vocational courses may not be welfare enhancing, and (b) the benefits of vocational coursework accrue to those who focus on depth over breadth.
	Bibliography Citation Kreisman, Daniel M. and Kevin Stange. "Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth." NBER Working Paper No. 23851, National Bureau of Economic Research, September 2017.

5.	Kreisman, Daniel M. Stange, Kevin
5.	Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth Education Finance and Policy 15,1 (Winter 2020): 11-44. Also: https://www.mitpressjournals.org/doi/abs/10.1162/edfp_a_00266 Cohort(s): NLSY97 Publisher: MIT Press Keyword(s): Earnings; High School Curriculum; High School Transcripts; Vocational Education Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the NLSY97. Our results are two-fold. First, students positively sort into vocational courses, suggesting the belief that low ability students are funneled into vocational coursework is unlikely true. Second, we find higher earnings among students taking more upper-level vocational courses -- a nearly 2% wage premium for each additional year, yet we find no gain from introductory vocational courses. These results suggest (a) policies limiting students' ability to take vocational courses may not be welfare enhancing, and (b) the benefits of vocational coursework accrue to those who focus on depth over breadth.
	Bibliography Citation Kreisman, Daniel M. and Kevin Stange. "Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth." Education Finance and Policy 15,1 (Winter 2020): 11-44.

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