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  1. The economic value of breaking bad
    misbehavior, schooling and the labor market
    Autor*in: Zheng, Yu; Ronda, Victor; Papageorge, Nicholas
    Erschienen: 19 December 2019
    Verlag:  Centre for Economic Policy Research, London

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    LZ 161
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    Standort:
    Universitätsbibliothek Mannheim
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Array ; DP14226
    Umfang: 1 Online-Ressource (circa 49 Seiten), Illustrationen
  2. The economic value of breaking bad
    misbehavior, schooling and the labor market
    Autor*in: Papageorge, Nicholas W.; Ronda, Victor; Zheng, Yu
    Erschienen: February 2019
    Verlag:  National Bureau of Economic Research, Cambridge, MA

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 25602
    Schlagworte: Schüler; Soziales Verhalten; Bildungsniveau; Erwerbstätigkeit; Schätzung
    Umfang: 72 Seiten, Illustrationen
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    Erscheint auch als Online-Ausgabe
  3. The lasting effects of early childhood education on promoting the skills and social mobility of disadvantaged African Americans
    Autor*in: García, Jorge Luis; Heckman, James J.; Ronda, Victor
    Erschienen: July 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper demonstrates multiple beneficial impacts of a program promoting inter-generational mobility for disadvantaged African-American children and their children. The program improves outcomes of the first-generation treatment group across the... mehr

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    This paper demonstrates multiple beneficial impacts of a program promoting inter-generational mobility for disadvantaged African-American children and their children. The program improves outcomes of the first-generation treatment group across the life cycle, which translates into better family environments for the second generation leading to positive intergenerational gains. There are long-lasting beneficial program effects on cognition through age 54, contradicting claims of fadeout that have dominated popular discussions of early childhood programs. Children of the first-generation treatment group have higher levels of education and employment, lower levels of criminal activity, and better health than children of the first-generation control group.

     
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    hdl: 10419/245626
    Schriftenreihe: Discussion paper series / IZA ; no. 14575
    Schlagworte: early childhood education; intergenerational mobility; racial inequality; social mobility
    Umfang: 1 Online-Ressource (circa 35 Seiten), Illustrationen
  4. The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans
    Autor*in: García, Jorge Luis; Heckman, James J.; Ronda, Victor
    Erschienen: 2021
    Verlag:  National Bureau of Economic Research, Cambridge, Mass

    This paper demonstrates multiple beneficial impacts of a program promoting intergenerational mobility for disadvantaged African-American children and their children. The program improves outcomes of the first-generation treatment group across the... mehr

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    Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden
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    Universitätsbibliothek Freiburg
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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky
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    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    This paper demonstrates multiple beneficial impacts of a program promoting intergenerational mobility for disadvantaged African-American children and their children. The program improves outcomes of the first-generation treatment group across the life cycle, which translates into better family environments for the second generation leading to positive intergenerational gains. There are long-lasting beneficial program effects on cognition through age 54, contradicting claims of fadeout that have dominated popular discussions of early childhood programs. Children of the first-generation treatment group have higher levels of education and employment, lower levels of criminal activity, and better health than children of the first-generation control group

     
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    Schriftenreihe: NBER working paper series ; no. w29057
    Schlagworte: Bildungspolitik; Frühkindliche Bildung; Intergenerationale Übertragung; Soziale Mobilität; Qualifikation; Afroamerikaner; USA
    Umfang: 1 Online-Ressource, illustrations (black and white)
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    Hardcopy version available to institutional subscribers
  5. Genetic and socioeconomic achievement gaps in elementary school
    Autor*in: Houmark, Mikkel Aagaard; Ronda, Victor; Agerbo, Esben; Mortensen, Preben Bo; Rosholm, Michael
    Erschienen: July 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Socioeconomic (SES) gaps in academic achievement are well documented. We show that a very similar gap exists with respect to genetic differences measured by a polygenic score (PGS) for educational attainment. The genetic gap increases during... mehr

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    DS 4
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    Socioeconomic (SES) gaps in academic achievement are well documented. We show that a very similar gap exists with respect to genetic differences measured by a polygenic score (PGS) for educational attainment. The genetic gap increases during elementary school, but only among the low SES children. Consequently, the high PGS children experience the largest achievement growth over the school years, even if they are born in socioeconomic disadvantage. While the SES gaps are partly due to selection into different environments, the high PGS children are simply better at extracting resources from a given environment because of higher conscientiousness and other predispositions.

     
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    Weitere Identifier:
    hdl: 10419/263634
    Schriftenreihe: Discussion paper series / IZA ; no. 15418
    Schlagworte: child development; academic achievement; genetics; ses gaps; elementary schools; public investments; iPSYCH
    Umfang: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  6. Intergenerational effects of early-life advantage
    lessons from a primate study
    Autor*in: Dettmer, Amanda M.; Heckman, James J.; Pantano, Juan; Ronda, Victor; Suomi, Stephen J.
    Erschienen: August 2020
    Verlag:  National Bureau of Economic Research, Cambridge, MA

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    W 1 (27737)
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    Schriftenreihe: Working paper series / National Bureau of Economic Research ; 27737
    Schlagworte: Intergenerationale Übertragung; Tiere; Säugetiere; Schätzung
    Umfang: 33 Seiten
    Bemerkung(en):

    Erscheint auch als Online-Ausgabe
  7. The nurture of nature and the nature of nurture: how genes and investments interact in the formation of skills
    Autor*in: Houmark, Mikkel Aagaard; Ronda, Victor; Rosholm, Michael
    Erschienen: October 2020
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    It is widely recognised that genetics and family investments both matter for children's development. However, the two are often treated as separate factors where the higher importance of one implies a lesser role of the other. In this paper, we... mehr

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    DS 4
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    It is widely recognised that genetics and family investments both matter for children's development. However, the two are often treated as separate factors where the higher importance of one implies a lesser role of the other. In this paper, we challenge this view and show that genes and family resources are closely interrelated in the process of skill formation. We incorporate genetic endowments into a dynamic latent factor model, as in Cunha and Heckman (2008). The model allows us to identify different genetic mechanisms and control for measurement error in skills and investments. To identify the independent effect of a child's genes, we explicitly control for parental genes. We exploit the fact that conditional on parental genes, variation in children's genes is random. Using a longitudinal British data set, the Avon Longitudinal Study of Parents and Children (ALSPAC), we document the importance of three distinct genetic mechanisms: the direct effect of child genes on skills, the indirect effect of child genes via parental investments (nurture of nature), and the effect of parental genes on parental investments (nature of nurture). Using two counterfactual simulations, we argue that the existence of genetic effects is not at odds with the value of social policies in reducing inequality in skills. In fact, we show that the relative importance of genes depends on how parental (or public) investments are allocated across children. Thus, skill disparities due to genetic differences may be mitigated via social policy.

     
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    Sprache: Englisch
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    Weitere Identifier:
    hdl: 10419/227307
    Schriftenreihe: Discussion paper series / IZA ; no. 13780
    Umfang: 1 Online-Ressource (circa 69 Seiten), Illustrationen
  8. Family disadvantage, gender and the returns to genetic human capital
    Autor*in: Ronda, Victor; Agerbo, Esben; Bleses, Dorthe; Mortensen, Preben Bo; Børglum, Anders; Hougaard, David M.; Mors, Ole; Nordentoft, Merete; Werge, Thomas; Rosholm, Michael
    Erschienen: July 2020
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper relies on a large-scale sample of genotyped individuals linked with detailed register data in Denmark to investigate the context-dependence of genetic influences on human capital formation. We show that the returns to genetic endowments,... mehr

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    This paper relies on a large-scale sample of genotyped individuals linked with detailed register data in Denmark to investigate the context-dependence of genetic influences on human capital formation. We show that the returns to genetic endowments, measured by a polygenic score for educational attainment, are significantly attenuated by childhood disadvantage. We replicate the findings in a within-family analysis, where we exploit exogenous genetic variation across siblings to control for unobserved family influences. We also explore gender differences in the context-dependence of genetic influences and find the attenuation effect of childhood disadvantage on educational attainment to be significantly stronger for males than for females. We show our findings extend to a representative sample of the Danish population. Our results highlight an important mechanism driving the persistence of disadvantage across generations. We show that children who experience childhood disadvantage are not able to fully realize their educational potential, even in the context of the generous Danish welfare-state.

     
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    Weitere Identifier:
    hdl: 10419/223883
    Schriftenreihe: Discussion paper series / IZA ; no. 13441
    Umfang: 1 Online-Ressource (circa 36 Seiten), Illustrationen
  9. The economic value of breaking bad
    misbehavior, schooling and the labor market
    Autor*in: Papageorge, Nicholas W.; Ronda, Victor; Zheng, Yu
    Erschienen: June 2017
    Verlag:  IZA, Bonn, Germany

    Prevailing research argues that childhood misbehavior in the classroom is bad for schooling and, presumably, bad for adult outcomes. In contrast, we argue that childhood misbehavior represents some underlying non-cognitive skills that are valuable in... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 4 (10822)
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    Prevailing research argues that childhood misbehavior in the classroom is bad for schooling and, presumably, bad for adult outcomes. In contrast, we argue that childhood misbehavior represents some underlying non-cognitive skills that are valuable in the labor market. We follow work from psychology and categorize observed classroom misbehavior into two underlying latent factors. We then estimate a model of educational attainment and earnings outcomes, allowing the impact of each of the two factors to vary by outcome. We find one of the factors, labeled in the psychological literature as externalizing behavior (and linked, for example, to aggression), reduces educational attainment yet increases earnings. Unlike most models where non-cognitive skills that increase human capital through education also increase labor market skills, our findings illustrate how some non-cognitive skills can be productive in some economic contexts and counter-productive in others. Policies designed to promote human capital accumulation could therefore have mixed effects or even negative economic consequences, especially for policies that target non-cognitive skill formation for children or adolescents which are aimed solely at improving educational outcomes.

     
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    Volltext (kostenfrei)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/170806
    Schriftenreihe: Discussion paper / IZA ; no. 10822
    Umfang: 1 Online-Ressource (circa 59 Seiten), Illustrationen