Kevin Lang
Boston University, Economics, Faculty Member
Abstract To determine whether scaling decisions might account for fadeout of impacts in early education interventions, we reanalyze data from a well-known early mathematics RCT intervention that showed substantial fadeout in the two years... more
Abstract To determine whether scaling decisions might account for fadeout of impacts in early education interventions, we reanalyze data from a well-known early mathematics RCT intervention that showed substantial fadeout in the two years after the intervention ended. We examine how various order-preserving transformations of the scale affect the relative mathematics achievement of the control and experimental groups by age. Although fadeout was robust to most transformations, we were able to eliminate or even reverse fadeout by emphasizing differences in scores near typical levels of first-graders while treating differences elsewhere as unimportant. Such a transformation lowers treatment effects at preschool age and raises them in first grade, relative to the original scale. The findings suggest substantial implications for interpreting the effects of educational interventions.
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Using a model of statistical discrimination and educational sorting, we explain why blacks get more education than whites of similar cognitive ability, and we explore how the Armed Forces Qualification Test (AFQT), wages, and education... more
Using a model of statistical discrimination and educational sorting, we explain why blacks get more education than whites of similar cognitive ability, and we explore how the Armed Forces Qualification Test (AFQT), wages, and education are related. The model suggests that one should control for both AFQT and education when comparing the earnings of blacks and whites, in which case a substantial black-white wage differential emerges. We reject the hypothesis that differences in school quality between blacks and whites explain the wage and education differentials. Our findings support the view that some of the black-white wage differential reflects the operation of the labor market. (JEL I21, J15, J24, J31, J71)
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... Monte Carlo simulations that create artificial countries and examines the actual correlations among regions. These simula-tions and correlations form the basis for section VI's answer to this second mystery. Lastly, a... more
... Monte Carlo simulations that create artificial countries and examines the actual correlations among regions. These simula-tions and correlations form the basis for section VI's answer to this second mystery. Lastly, a conclusion summarizes the work. S58 Kevin Lang and Jay ...
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Using the Beginning Postsecondary Student Survey, we examine the effect on earnings of obtaining certificates/degrees from for-profit, not-for-profit, and public institutions. Students who enter certificate programs at any type of... more
Using the Beginning Postsecondary Student Survey, we examine the effect on earnings of obtaining certificates/degrees from for-profit, not-for-profit, and public institutions. Students who enter certificate programs at any type of institution do not gain from earning a certificate. However, among those entering associates degree programs, there are large, statistically significant benefits from obtaining certificates/degrees from public and not-for-profit but not from for-profit institutions. These results are robust to addressing selection into the labor market from college, and into positive earnings from unemployment, using imputation methods and quantile regression along with a maximum likelihood sample selection model.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.