Search Results
Author: Welsch, David M.
Resulting in 3 citations.
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Artz, Benjamin Welsch, David M. |
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Overeducation and Wages Revisited: A Two‐cohort Comparison and Random Coefficients Approach Southern Economic Journal 87, 3 (January 2021): 909-936. Also: https://onlinelibrary.wiley.com/doi/10.1002/soej.12476 Cohort(s): NLSY79, NLSY97 Publisher: Wiley Online Keyword(s): Educational Attainment; Overeducation; Wages Permission to reprint the abstract has not been received from the publisher. We examine the effect of overeducation on wages by comparing two cohorts from the 1979 and 1997 U.S. National Longitudinal Survey of Youth panels. Using an econometric technique uncommon to the literature, we allow for overeducation to have a disparate impact on wages across individuals by employing random slopes models. Overeducation has a positive marginal effect on wages. Yet, cohort comparisons reveal that the returns to overeducation declined dramatically over time. In the past, surplus schooling in full‐time jobs returned nearly as much as the correct level of education. Presently it returns approximately 50% less than in the past. The effect of undereducation and required education on wages changed as well, but by far less. |
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Bibliography Citation
Artz, Benjamin and David M. Welsch. "Overeducation and Wages Revisited: A Two‐cohort Comparison and Random Coefficients Approach." Southern Economic Journal 87, 3 (January 2021): 909-936.
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Welsch, David M. Zimmer, David M. |
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Do High School Gifted Programs Lead to Later-in-Life Success? Journal of Labor Research 39,2 (June 2018): 201-218. Also: https://link.springer.com/article/10.1007/s12122-017-9252-9 Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Degree; Employment; High School Curriculum; High School Transcripts; Income Level Permission to reprint the abstract has not been received from the publisher. This paper investigates the effects of participation in gifted education programs, and offers several contributions to existing research. First, this paper studies the effects of high school programs, as opposed to the more commonly-studied elementary and middle school versions. Second, this paper considers impacts of gifted programs on later-in-life socioeconomic success, including college graduation and eventual employment, as opposed to short-run standardized test outcomes. Third, this paper uses sibling fixed effects, coupled with a recently-proposed decomposition method, as an identification approach. The main conclusion is that gifted programs tend to include students who possess traits that already correlate with later-in-life success. After controlling for those traits, gifted programs, per se, show little statistical relationship to later-in-life outcomes. |
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Bibliography Citation
Welsch, David M. and David M. Zimmer. "Do High School Gifted Programs Lead to Later-in-Life Success?" Journal of Labor Research 39,2 (June 2018): 201-218.
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| 3. |
Welsch, David M. Zimmer, David M. |
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The Effect of Health and Poverty on Early Childhood Cognitive Development Atlantic Economic Journal 38,1 (March 2010): 37-49. Also: http://www.springerlink.com/content/w20647hx14h16u6v/ Cohort(s): Children of the NLSY79 Publisher: International Atlantic Economic Society Keyword(s): Birthweight; Child Health; Cognitive Development; Heterogeneity; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Poverty; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. Although evidence of a link between socioeconomic status and child health has been researched extensively, much less attention has been devoted to studying the link between child health and cognitive development. This paper seeks to determine whether early childhood illnesses and poverty significantly impede cognitive development. The empirical model attempts to control for observed and unobserved heterogeneity through the use of panel data models. Results indicate that a child's cognitive development is not directly related to health problems acquired after birth or socioeconomic standing. Rather, cognitive development is primarily influenced by unobserved child- and family-specific factors that happen to be correlated with health and socioeconomic status. On the other hand, birth weight appears to affect cognitive performance later in childhood, even after taking unobserved heterogeneity into account. [ABSTRACT FROM AUTHOR] |
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Bibliography Citation
Welsch, David M. and David M. Zimmer. "The Effect of Health and Poverty on Early Childhood Cognitive Development." Atlantic Economic Journal 38,1 (March 2010): 37-49.
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