Essays in Education and Macroeconomics

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Autor/in	Herrington, Christopher M.
Titel	Essays in Education and Macroeconomics
Quelle	(2013), (128 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-2533-4
Schlagwörter	Hochschulschrift; Dissertation; Macroeconomics; Essays; Education; Public Education; Educational Finance; Funding Formulas; Developed Nations; Salary Wage Differentials; Generational Differences; Case Studies; Education Work Relationship; Educational Benefits; Outcomes of Education; Benchmarking; Taxes; Private Education; Early Childhood Education; Investment; College Students; Academic Ability; Graduation Rate; Student Costs; Enrollment Trends; Technological Advancement; Influence of Technology; Labor Market; Statistical Distributions; Statistical Data; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Makroökonomie; Essay; Aufsatzunterricht; Bildung; Erziehung; Öffentliche Erziehung; Bildungsfonds; Funding; Finanzierung; Developed countries; Industriestaat; Industrieland; Case study; Fallstudie; Case Study; Bildungsertrag; Lernleistung; Schulerfolg; Abgabe; Privatunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Investments; Geldanlage; Investiton; Collegestudent; Studienkosten; Technological development; Technologische Entwicklung; Labour market; Arbeitsmarkt; Wahrscheinlichkeitsverteilung; Statistische Analyse
Abstract	This dissertation consists of three essays on education and macroeconomics. The first chapter analyzes whether public education financing systems can account for large differences among developed countries in earnings inequality and intergenerational earnings persistence. I first document facts about public education in the U.S. and Norway, which provide an interesting case study because they have very different earnings distributions and public education systems. An overlapping generations model is calibrated to match U.S. data, and tax and public education spending functions are estimated for each country. The benchmark exercise finds that taxes and public education spending account for about 15% of differences in earnings inequality and 10% of differences in intergenerational earnings persistence between the U.S. and Norway. Differences in private education spending and early childhood education investments are also shown to be quantitatively important. The second chapter develops a life-cycle model to study increases in college completion and average ability of college students born from 1900 to 1972. The model is disciplined with new historical data on real college costs from printed government surveys. I find that increases in college completion for 1900 to 1950 cohorts are due primarily to changes in college costs, which generate large endogenous increases in college enrollment. Additionally, I find strong evidence that post-1950 cohorts under-predicted large increases in the college earnings premium. Modifying the model to restrict perfect foresight of the education premia generates a slowdown in college completion consistent with empirical evidence for post-1950 cohorts. Lastly, I find that increased sorting of students by ability can be accounted for by increasingly precise ability signals over time. The third chapter assesses how structural transformation is affected by sectoral differences in labor-augmenting technological progress, capital intensity, and capital-labor substitutability. CES production functions are estimated for agriculture, manufacturing, and services on post-war U.S. data. I find that sectoral differences in labor-augmenting technological progress are the dominant force behind changes in sectoral labor and relative prices. Therefore, Cobb-Douglas production functions with labor-augmenting technological change capture the main technological forces behind post-war U.S. structural transformation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01