Research Papers

The article reviews two significant 2022 works on economic growth, How the World Became Rich by Mark Koyama and Jared Rubin, and Slouching Towards Utopia by J. Bradford DeLong, analyzing their approaches to understanding modern economic development.

We aimed to assess how these books contribute to the understanding of economic growth by integrating qualitative and quantitative evidence with historical reasoning, offering a deeper insight into growth mechanisms.

Understanding economic growth through these complementary works helps clarify the historical contingencies that shaped modern growth, offering valuable perspectives beyond formal models.

We study how socio-economic status (SES) gradients in learning outcomes have evolved over 20+ years in Europe and investigate possible determinants. Using PISA data, which assesses students’ proficiency in math, reading, and science, we measure SES gradients in test scores, allowing cross-country and temporal comparisons.

Family background is a strong determinant of educational achievement and labor market success. Large SES gradients in test scores emerge early, persist, and account for much of the intergenerational transmission of earnings. Understanding the roots of this persistence in socio-economic status can help us design policies to break this cycle.

We studied the emergence, persistence, and consequences of urban slums along the structural transformation and urbanization of developing countries. We construct a general equilibrium model in which the size and composition of urban slums emerge endogenously along with disparities in housing costs, labor markets, and schooling opportunities across a country’s rural and urban regions.

The macro development literature has largely ignored exploring the conditions for labor, housing, and schooling markets that give rise to large and persistent shares of a country’s population living in urban slums and has sidestepped the long-term consequences of these extreme forms of metropolitan segregation for human capital of children growing up in slums.

Many rural-to-urban migrants become slum dwellers, segregated from the city. Besides lacking basic services and enduring the dire living conditions, these migrants may be excluded from the learning opportunities offered by the formal cities. As much as 20% of the population in developing countries lives in urban slums, with multiple countries having more of their population in urban slums than in rural areas.

Some jobs and employers pay more than others. We showed that people from advantaged family backgrounds tend to work for higher-paying employers.

This pattern accounts for a quarter of the overall intergenerational persistence in pay inequality.

We show how inequality in pay across firms translates into barriers to class mobility across generations.

We examined the impact of the federal Teacher Loan Forgiveness (TLF) program on teacher employment decisions and borrower behavior.

Our study aimed to understand if access to student debt relief influences teacher retention in high-need schools, and if providing targeted information affects application and receipt rates among eligible teachers.

This research is crucial as it reveals that while teachers generally value potential debt relief, program complexity and administrative hurdles significantly limit its uptake. Understanding these dynamics is essential for improving the efficacy and accessibility of student debt relief programs in education.

We evaluated the hypothesis that neighborhood effects on academic achievement are mediated or interact with school quality using data from the Early Childhood Longitudinal Study.

We aimed to explore the mechanisms through which neighborhood poverty affects academic achievement, focusing on the role of school quality. By examining diverse measures of school effectiveness, resources, and climate, we sought to provide insights into whether and how these factors mediate or interact with neighborhood effects.

Our findings indicate that living in a disadvantaged neighborhood reduces academic achievement, but find little evidence that this effect is mediated by measures of school quality. These results challenge prevailing hypotheses and suggest that neighborhood effects operate independently of school quality factors. Addressing concentrated poverty directly may therefore be crucial in reducing educational inequalities.

We followed 1,266 children in Chicago from birth through school entry, tracking their risk of lead exposure and neighborhood socioeconomic composition to estimate the joint effects on receptive vocabulary ability.

We aimed to address the gap in research on the impact of disadvantaged neighborhoods on cognitive development during early childhood, as most studies focus on school-age children or adolescents.

Our findings show that sustained exposure to disadvantaged neighborhoods reduces vocabulary skills in early childhood through lead contamination. Understanding this causal pathway is crucial for developing interventions to improve cognitive outcomes for children in impoverished neighborhoods and addressing environmental health disparities, promoting better long-term educational and developmental prospects.

We explored the contributions of Black economists to research on major economic and social policy issues in the United States, focusing on education, poverty, economic mobility, and public finance to identify common themes.

We aimed to highlight the unique perspectives and critical engagement of Black economists on economic policy issues, examining both individual and structural explanations for economic outcomes.

Our findings underscore the significance of diverse viewpoints in economic research, emphasizing the impact of race and discrimination, and the need for inclusive frameworks in policy discussions.

We evaluated hypotheses about education’s impact on beliefs about racial inequality using cross-sectional, sibling, and panel models. Analyzing data from the General Social Survey (GSS), the 1994 Study of American Families, and the 2006–2010 GSS panels, we assessed whether education promotes structural explanations for racial disparities or if observed effects are superficial and influenced by unobserved factors.

We aimed to clarify conflicting perspectives on education’s influence on racial attitudes: whether it genuinely fosters more enlightened views or if associations are superficial and due to unobserved biases. By employing different models and datasets, we sought to disentangle these complexities and provide a nuanced understanding of education’s role in shaping beliefs about racial inequality.

Our findings suggest that while cross-sectional analyses indicate education promotes structural explanations for racial inequality, sibling and fixed-effects models suggest these effects may be superficial and inflated by unobserved factors. This challenges simplistic interpretations and underscores the need for careful methodological considerations in studying the relationship between education and racial attitudes.

We investigated the effects of merit aid scholarship programs on the migratory patterns and educational outcomes of skilled labor, using Census data on 24 to 32-year-olds in the U.S. from 1990 to 2010.

We aimed to understand whether subsidizing higher education through merit aid can retain high-achieving students in-state and influence their long-term residency and educational attainment.

Our findings suggest that while merit aid slightly increases the likelihood of state natives remaining in-state and extends in-state enrollment, it does not significantly change the share of a cohort living in-state with a BA, questioning the overall effectiveness of such programs in altering skilled labor migration.