This post was originally published on the Journal of Human Resources blog
The Journal of Human Resources is pleased to welcome Anna Aizer as editor. Anna Aizer is Professor of Economics and Chair of the Economics department at Brown University. She joined Brown in 2003 after graduating from UCLA in 2002 and completing a postdoc at Princeton. She is codirector of the Children’s program at the National Bureau of Economic Research and has been coeditor at the JHR since 2015.
She is a trained health economist and the focus of her work is understanding the high rates of intergenerational transmission of poverty in the US. Her work has been funded by the NIH and the NSF and has been published in the Journal of Human Resources, the American Economic Review, Science, and the Quarterly Journal of Economics.
The editor directs the peer review process, appoints coeditors and associate editors, and leads the journal in terms of content, sound peer review and editorial practice, and policy. The editorial board and journal staff extend their thanks and best wishes to Editor Aizer as she serves in this leadership role.
The Journal of Human Resources is among the leading journals in empirical microeconomics. Intended for scholars, policy makers, and practitioners, each issue examines research in a variety of fields, including labor economics, development economics, health economics, and the economics of education, discrimination, and retirement. Founded in 1965, the Journal of Human Resources features articles that make scientific contributions in research relevant to public policy practitioners.
The eight papers in this issue were presented at a workshop titled Integrated Assessment Models and the Social Cost of Water Pollution. The event took place on April 3–5, 2019, at Cornell University. This was the second annual workshop, part of an ongoing effort to understand how changes in water quality affect society, with the ultimate goal of providing estimates of the “social costs” of water pollution that are useful for policy analysis across broad spatial scales. This requires moving beyond economic case studies, emphasizing instead multidisciplinary research operating at large spatial scales and involving economists, ecologists, hydrologists, and related disciplines. It also requires coordination with state and federal agencies, NGOs, and other stakeholders to provide tools that have both scientific rigor and practical usefulness. The workshop brought together academic economists, ecologists, hydrologists, and agricultural engineers; agency scientists and policy experts; individuals from private sector institutes; and students to hear talks, participate in discussions, and build foundations for future collaborations.
The reference to integrated
assessment models (IAMs) in the workshop title serves to emphasize the scale of
ambition for this research community. An IAM is a collection of modules that
individually describe the components of a complex system and work
together to understand how the overall system works. Disciplinary specialists
contribute their own expertise to build the IAM components and also cooperate
with other researchers to assure that the components are compatible. Estimating
the social costs of water pollution involves linking the sources of water
pollution with their fate and transport in waterways, their impact on
downstream ecosystem services, and changes in economic value or costs among
affected populations. This requires the expertise of hydrologists, ecologists,
and economists, respectively.
The specific papers are examples of progress to date. They include a mix of IAMs focused on predicting the economic benefits from improved water quality, IAMs looking at the costs of achieving pollution reduction objects, and studies that explore specific components needed for integrated assessment. The applications span locations and spatial scales, such as iconic water bodies and their surroundings (Chesapeake Bay and the Great Lakes), a state-level analysis focused on Michigan, a river basin scale application to the Republican River in Kansas/Nebraska, individual watersheds in Illinois, Massachusetts, and Minnesota, and a nationwide application. Collectively the studies illustrate the range of research tasks, challenges, and products that define the agenda of research on the social costs of water pollution.
The inspiration for this special issue on Biography and Economics was the realization that economic history often does not focus on individuals and what their personal testimonies can tell us about economics and economic relationships. The issue brings together five articles that address this theme in different ways; the first through the lens of Philip Quaque on the Gold Coast in the eighteenth century; the second the case of the Ologoudou family on the coast of the Bight of Benin; third through biographical perspectives on enslavement in the upper Guinea coast; fourth, through the memories of indentured women in Natal; and lastly through the autobiographical details found in the wills of freed Africans in Brazil.
Following the retirement of longtime editor Paul E. Lovejoy, African Economic History has appointed two new editors. Earlier this year, George Bob-Milliar and Chétima Melchisedek joined the existing editorial team of Mariana Candido, Toyin Falola, and Toby Green. Together, the editors recently launched a social media presence for African Economic History, posting about current events related to African economies as well as important research in the field. You can follow AEH on Facebook and Twitter. Read on to learn more about the journal’s new editors.
George M. Bob-Milliar is a senior lecturer in the Department of History and Political Studies, Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, one of the most prestigious public universities in Ghana. He joined the faculty of KNUST in August 2013 and has been involved in research, teaching, and mentoring of students at all levels. He is currently serving as the director of KNUST’s Centre for Cultural and African Studies (CeCASt). In 2012, Bob-Milliar received his PhD from the Institute of African Studies at the University of Ghana, the oldest center for African Studies on the continent. Trained as an interdisciplinary scholar, his research lies at the intersection of history, political ethnography, and development studies. He has published in the preeminent journals in his field of specialization. Bob-Milliar has been a visiting fellow at the University of Cambridge, Uganda’s Makerere University, and the Danish Institute for International Studies (DIIS), as well as a guest lecturer at the Johannes Gutenberg University, Mainz, Germany. In 2010, he received the inaugural African Author Prize for the best article published in African Affairs by an author based at an African institution, and in 2012 he was awarded a prize for his contribution to research on African policy issues from the Centre for International Governance Innovation. He sits on the editorial boards of African Affairs, African Review of Economics & Finance, and the Journal of Political Economy and Development.
Chétima Melchisedek is a Banting Postdoctoral Fellow at York University. Before coming to York, Melchisedek was a senior lecturer at the University of Maroua; a fellow at the Nantes Institute for Advanced Studies; the Gordon Henderson Fellow at the Human Rights Research and Education Centre, University of Ottawa; and a postdoctoral fellow at the Center for African Studies at the University of Basel. He earned a PhD in history from the Université Laval and a master’s degree from the University of Ngaoundéré in Cameroon. Melchisedek is a member of the editorial advisory board of the Canadian Journal of African Studies. His articles have appeared in the Historical Journal, African Studies Review, Canadian Journal of African Studies, Journal of Asian and African Studies, Cambridge Archaeological Journal, and Afrique Contemporaine, among others. His article in Cahiers d’Études Africaines (2015) was awarded the Prize for the Best Paper on Central Africa by the Central Africa Studies Association, while his paper in Africa Spectrum (2018) won the UFS/AS Young African Scholar Award. Melchisedek guest edited a special issue of the Canadian Journal of African Studies on “Boko Haram beyond the Media” (Volume 54 Number 2, 2020) and is currently co-editing, with Paul Lovejoy, a volume on Boko Haram and Political Distancing (Trenton: Africa World Press, 2021). Chétima is an affiliate member of the African Academy of Sciences and a founding member of the Cameroon Academy for Young Scientists.
As populations are aging, governments around the world are looking for ways to stretch pension programs to accommodate large numbers of retirees. One option is to raise the minimum retirement age, as Germany did in 1999, upping the retirement age for women from 60 to 63. Economists Johannes Geyer and Clara Welteke analyze the impacts of this policy shift in a Journal of Human Resources preprint article. They wanted to know whether women over 60 changed their labor market status as a result of the reform. Did employed women stay in their jobs longer or use unemployment or disability benefits as a way to exit the labor market? Geyer and Welteke joined us to discuss their findings.
Why did you decide to pursue this topic?
Population aging is an enormous challenge for the financial sustainability of public pension systems of many OECD (Organisation for Economic Co-operation and Development) countries. Germany is facing a rapid increase in the old-age dependency ratio in the coming years. Already every second person in Germany is over 45 years old and every fifth person is over 66 years old. One way to increase the financial sustainability of the pay-as-you-go pension system is to increase the legal retirement age, thereby extending contribution periods whilst simultaneously decreasing pension expenditures. However, legal retirement age increases often have undesired distributional effects. Furthermore, workers may not be able or willing to work longer and may choose other exit routes from employment. Thus, it is of great importance to gain empirical evidence on the effects of pension reforms that increase retirement age thresholds. Our goal is to gain insights into the effects of this important question and inform policy makers.
What is one takeaway from this research that you’d
like to communicate to policy makers?
The increase in the early retirement age for women in Germany resulted in a large employment increase in the affected age group (60- to 63-year-olds). One could conclude that the reform was a success and recommend similar measures for other countries and groups. However, the reform was successful in increasing employment because the labor market was in a good state and women were able to continue their employment. We also find that inactive and unemployed women remain longer in their respective status due to the reform. Another factor was the early announcement of the reform, which gave enough time to adjust career plans.
As a main takeaway, we recommend early retirement age
increases as an effective tool to increase employment of the affected group, if
labor market perspectives and the health of workers enable such an extension of
their working life. Retirement age increases should be announced well in
advance and those who are not able to work longer should be offered appropriate
support, such as disability pension schemes.
What’s one question that emerged from your research that you’d like to follow up on, or that you hope someone else will explore in the future?
One of our results was that non-working women affected by the pension reform did not return to the labor market while employed women stayed in employment. In a follow-up project, we look at the distributional effects of the pension reform at the household level. More specifically, we wanted to know if the pension led to increased income inequality. Our results suggest that the distribution of available household income is not affected by the reform. One reason for this result is program substitution. The study is forthcoming in Labor Economics. In a current project, we look at health effects of the reform. We use administrative data from German health insurance that contain detailed information about individual diagnoses from medical practitioners’ records. Preliminary results suggest that the reform led to an increase of psychological symptoms.
What are some of the ways in which raising the retirement age could theoretically backfire on governments? Did you find any evidence that this is happening in the case of Germany?
The reform can be considered a success in retrospect. It did not lead to an increase in unemployment or large increases in disability pensions. However, the positive employment effect is strongly related to the good labor market performance at the time. Our results also show that women at this pre-retirement age do not react very flexibly to changing conditions. The results would have been different if Germany had experienced a large recession. Interestingly, this result is also found in other countries, like Australia and Austria. Therefore, governments should also invest more in labor market opportunities for older workers and develop better strategies to bring the older unemployed back to work.
Johannes Geyer is deputy head of the department of public economics at DIW Berlin. He earned his PhD in Economics in 2012. Between 2012 and 2016 he was a visiting professor at Humboldt-Universität Berlin, in addition to his work at the DIW Berlin. His research focuses on issues of social protection and demographic change. For this he uses empirical methods of microeconometrics and microsimulation.
Clara Welteke is an economist at the German Federal Ministry of Finance since April 2019. Her work focuses on pension provision and the sustainability of public finances. Previously, Clara was a researcher at the Public Economics Department and the Gender Economics Research Group at the DIW Berlin. Clara received her PhD from the Free University Berlin and the DIW Graduate Center in 2017. She holds a Bachelor’s degree in Philosophy & Economics from the University of Bayreuth and a Master’s degree in Econometrics and Mathematical Economics from the University of Amsterdam. After completing her Master’s degree, Clara worked as a consultant for the World Bank. During her doctoral studies, she worked for the OECD in Paris and the European Commission in Brussels.
High school students at public schools in Kalamazoo, Michigan, get a pretty sweet deal: if they graduate, they are eligible for the Kalamazoo Promise, a scholarship that covers up to 100 percent of tuition for any public postsecondary institution in the state of Michigan. A team of economists wanted to explore whether this type of scholarship could increase the number of students who enroll in a university or community college, as well as whether it would impact postsecondary graduation rates. The results of this study, conducted by Timothy J. Bartik, Brad Hershbein, and Marta Lachowska, will appear in a forthcoming issue of the Journal of Human Resources. We spoke with the authors about their research process and the origins of their study. To learn more, read the full Journal of Human Resources preprint article, “The Effects of the Kalamazoo Promise Scholarship on College Enrollment and Completion,” freely available until the end of May.
Tell us about the history of the Kalamazoo Promise scholarship—how did it come about, what is the nature of this scholarship, and what initial questions did you have about it?
The Kalamazoo Promise was initiated in 2005 in a mid-sized, urban school district that had gradually been losing enrollment, but still retained many middle-class as well as low-income students, and in a community that had suffered recent job cutbacks, but still had many college-educated workers. The Promise came about through discussions between the Kalamazoo Public Schools superintendent and anonymous private donors about how to revitalize the community and the school district. The solution? A “simple” gift: any graduate who had lived and attended school in the district long enough could receive a generous scholarship to any Michigan public university or community college. The intent was to grow the local economy and school district by attracting families to the community and boosting students’ educational attainment and—presumably—their local job opportunities. Our initial question, addressed in prior research (Bartik, Eberts, and Huang 2010; Hershbein 2013), was the impact of the Kalamazoo Promise on district enrollment. Our current paper addresses whether the Promise succeeded in increasing educational attainment.
What is one takeaway from your article that you’d like to communicate to readers outside of the economics community?
The Kalamazoo Promise program, which is one specific design of a “free-tuition” program, worked! The program increased the attainment of a post-secondary credential by one-third. If one compares the predicted lifetime increase in earnings from this additional educational attainment with the Promise’s scholarship costs, the program’s rate of return is over 11 percent.
Why did it make sense to publish in the Journal of Human Resources?
The Journal of
Human Resources is a top journal in empirical microeconomics and has
published numerous articles on the effects of scholarship programs. Therefore,
it felt like a natural fit for us. In addition to being well-regarded and
influential, it also has a reputation for being a well-run journal.
Will you continue to pursue similar questions, or will you take your research in another direction?
Absolutely! There are relatively few studies of the long-term impacts of college scholarships on outcomes beyond education, such as employment, earnings, or financial health. Two prominent examples of such studies are Judy Scott-Clayton and Basit Zafar’s study of the West Virginia Promise and Bettinger et al’s study of the Cal Grant program in California. But the first of these is a merit scholarship and the second is need-based, and both are state programs; to date, there are no completed studies of workforce impacts of universal, place-based scholarships, even as these have continued to proliferate. With funding from the Strada Education Network, we and teams of other researchers are studying workforce impacts of the Kalamazoo Promise, the Pittsburgh Promise, Knox Achieves (the predecessor of the Tennessee Promise), and the Denver Scholarship Foundation. We expect to have preliminary results presented at conferences later this year, so stay tuned!
If a community is considering implementing a place-based scholarship like the Kalamazoo Promise, what factors should be considered to ensure they achieve the desired results?
This is a great question. Place-based college scholarships vary considerably in both their goals and their parameters and these two factors are not always aligned. Our paper demonstrates that a universal-access program can yield sizable increases in college completion, although it may not be the cost-minimizing approach to doing so. On the other hand, as we discuss in the paper, place-based college scholarships often have other goals besides just increasing educational attainments, such as strengthening K-12 achievement and local workforce and economic development. From our paper and related analyses, we’ve learned a few lessons that other communities should keep in mind:
Simplicity generally leads to greater take-up. It’s often tempting to impose significant merit or financial need criteria to limit costs or reward “good students,” but the research doesn’t back this up as an effective strategy. Universal scholarships in communities with high financial need can provide simplicity while reducing the likelihood that scholarships subsidize relatively wealthy students. (This is one of the reasons place-based scholarships may be more compelling than statewide ones.)
Money alone does not fix all problems. Even with one of the most generous scholarships in the country, only about half of Kalamazoo Promise students complete a credential within the ten years over which they can use the scholarship (and less within the first six years). Less generous scholarships often produce even smaller impacts. The Kalamazoo Promise, other scholarship programs, and even colleges have increasingly turned to provide additional supports, such as college coaching and navigators, to help students succeed. These supports have shown potential in severalcontexts, although we know relatively little about how effective these additional supports are with and without scholarships for tuition.
To measure effectiveness, good data are imperative. We used National Student Clearinghouse data to measure postsecondary outcomes for our paper, but as more states continue to develop longitudinal data systems that track students from K-12 into college and beyond, it will be possible to create better estimates and examine additional outcomes, such as credit attainment, earnings, or use of social safety net programs. Currently, obtaining these data for evaluations is challenging even for the most successful and well-connected researchers, and often nearly impossible for local communities. States should make it easier for these data to be used for research purposes while protecting student confidentiality.
Timothy J. Bartik’s research focuses on how broad-based prosperity can be advanced through better local labor market policies. This includes both policies affecting labor demand, such as state and local economic development policies, and policies affecting labor supply, such as place-based scholarships. Bartik is co-editor of Economic Development Quarterly, the only journal focused on local economic development in the United States. Bartik received both his PhD and his MS in economics from the University of Wisconsin–Madison in 1982. He earned a BA from Yale University in political philosophy in 1975. Prior to joining the Upjohn Institute in 1989, he was an assistant professor of economics at Vanderbilt University.
Brad Hershbein is an economist at the W. E. Upjohn Institute for Employment Research, a labor studies research organization in Kalamazoo, Michigan, and a non-resident fellow in Economic Studies at the Brookings Institution. He also serves as the Institute’s director of information and communications services. His fields of interest focus on labor economics, demography, and economics of education, and especially the intersection of the three. His work has appeared in Journal of Policy Analysis and Management, American Economic Journal: Applied Economics, and American Economic Review. He earned his BA in economics from Harvard College, and his PhD, also in economics, from the University of Michigan.
Marta Lachowska completed her Ph.D. in economics at Stockholm University in 2010. Lachowska has research interests in labor economics, economics of social insurance, and economics of education. Her work has been published in the American Economic Journal: Economic Policy, Journal of Human Resources, Labour Economics, and Oxford Economic Papers, among others. She has been the PI or co-PI of several investigator-initiated grants, including projects funded by the U.S. Department of Labor, the William T. Grant Foundation, and the Washington Center for Equitable Growth.
Each year, more high schools across the United States are integrating Advanced Placement (AP) classes into their course offerings, providing students with a cost-effective alternative to general college courses. AP scores are seen to indicate college readiness and a student’s ability to succeed in a specific subject. According to a study recently published ahead-of-print in the Journal of Human Resources, more than 70% of US high schools have adopted AP courses into their curriculum, some even requiring students to take them. In the first-ever experimental study of the AP program, authors Dylan Conger, Alec I. Kennedy, Mark C. Long, and Raymond McGhee Jr. found that the classes succeed in improving students’ skills but conversely may also lead to reduced confidence.
The study offered enrollment in AP biology or chemistry courses to randomly selected students from twenty-three US high schools. At the end of the semester, researchers measured AP- and non-AP students’ ability to analyze and develop arguments about science and participants were surveyed to assess their confidence in the subject, their interest in a future STEM degree, and their levels of stress. As many high schoolers could attest, students in AP science classes were found to have increased stress levels and lower grades due to pressure and rigor. Additionally, taking AP classes decreased students’ confidence that they could succeed in STEM courses in college. But despite the negative impacts, the study found that these classes do successfully increase students’ scientific skill levels and prepare them for college-level coursework, as well as increasing high schoolers’ interest in majoring in STEM in college.
My collaborator, Mark Long, and I had been studying advanced high school courses for a few years and we were struck by the lack of causal evidence in support of the AP program despite its near-ubiquitous presence in US schools. Determining how the AP program affects students is difficult because students self-select into the program and teachers often decide which students are allowed entry. We started to brainstorm about how we might successfully randomize access to AP courses. We landed on a research design that was ethical and that would minimize concerns among parents, students, and educators. We decided to focus on AP science courses in particular because these courses were being promoted by policymakers and educators as a key tool for improving the STEM workforce in the US.
Though AP courses are often seen as a tool for college preparedness, how would you explain the low confidence that AP science students have for achieving success college STEM courses?
We spent some time reading the literature from psychology and learned, perhaps somewhat intuitively, that reduced confidence doesn’t necessarily have a negative effect on student performance. In fact, some of the literature suggests that overconfidence can lead to academic failure. AP courses are very challenging and they cause some students to lower their estimation of their own ability. In our study, we found suggestive evidence that this loss of confidence did not interfere with their learning in the AP class itself. We found that the AP students gained more knowledge in science than the students in other honors and regular courses. How that affects learning in college is an open question.
What is one takeaway from your article that you’d like to communicate to a non-specialist?
The schools that participated in our study tend to have above-average shares of low-income students. Many of the students in our study were eligible for subsidized school meals. For these types of schools and students, our findings suggest that the AP program has both benefits and costs. For instance, we find that students appear to have learned more about science in the AP course than they would have learned in other regular and honors courses. At the same time, the AP courses led to worse grades, losses in confidence, and higher levels of stress.
Why did it make sense to publish in the Journal of Human Resources?
As one of the leading journals focusing on policies that promote human capital, the JHR was a natural fit for our paper. The JHR has also been intentional about disseminating the research to a broad audience.
What’s one question that emerged from your research that you’d like to follow up on, or that you hope someone else looks into in the future?
This paper focuses on the short-run impacts of the AP program on students’ cognitive and socioemotional outcomes. Ultimately, everyone wants to know how the AP program influences students’ college-going, and in particular, college-going at selective institutions. We are currently working on a follow-up paper that estimates the effect of AP science on these important life outcomes. We also plan to follow our cohorts for a few more years to determine whether and how the AP science program influences their college graduation.
Dylan Conger is a Professor of Public Policy at the George Washington University and a research affiliate at New York University’s Institute for Education and Social Policy. Conger’s research focuses on explaining disparities in achievement between social groups and evaluating policies aimed at reducing those disparities.
of Shells describes
the relationship between West Africa and European colonial powers as it evolved
through the growth of the slave trade. Prior to the fifteenth century, gold-rich
African kingdoms and European economies had been on equal terms, but Green
shows through six case studies how European merchants created an imbalance by
importing large quantities of objects used as currency in African kingdoms,
such as cowrie shells and copper rings, to exchange for gold and slave
laborers. This influx of currency created inflation and lead to economic
instability and social upheaval in West African societies. The book then traces
political developments that led to a revolutionary nineteenth century in
In an interview on the British Academy’s blog, Green emphasizes the importance of fieldwork to his project and for anyone studying the history of West Africa. “The problem with using just written materials . . . is that in the end you will reproduce the perspectives of the authors. In this case, they were white male slave traders and that’s going to give you a very lopsided view – which is what traditionally has happened.” To avoid this pitfall, Green’s research supplemented written narratives with archival research, oral histories, art, archaeology, and letters. The book is the culmination of over twenty years of research.
For all our fellow nerdy types out there, this Valentine’s Day, we’re highlighting scholarship from our journals on the literature and economics of love. The selection includes a study on falling divorce rates, an analysis of the courtly love lyrics of medieval Spain and Germany, an article on queer erotics and political action in poetry, and more. All articles listed here are freely available until the end of the month.
“My intention is to demonstrate the striking—even contradictory—attitude of the supplicant minstrel in both traditions to the object of his affection, viz., a noble but distant lady. Let us term this the ‘Platonic-Erotic Dilemma’: Is the beloved a distant, sublime, edifying force or a mere mortal capable of physical love?”
“American divorce rates rose from the 1950s to the 1970s peaked around 1980, and have fallen ever since. The mean age at marriage also substantially increased after 1970. I explore the extent to which the rise in age at marriage can explain the decrease in divorce rates for cohorts marrying after 1980.”
“The queerness I associate with Duncan’s poetic anarchism, then, is related to the emphasis he places on how eroticism facilitates subjects’ resistance to the liberalist attitudes promoted by the biopolitical state. Whereas many gay and lesbian thinkers and activists promoted sex and eroticism as a means of resisting the state, Duncan was preoccupied with how language is an erotic vehicle mediating embodied experience and promoting transformative passions.”
“There are several reasons why positive income shocks could affect marital decisions. For married couples, more generous cash transfers may have a stabilization effect and relax financial constraints and arguments that lead to divorce. . . . On the other hand, increased resources may enable unhappy couples to incur the costs associated with divorce.”
“Most critics will agree that the adjective cosmopolitan describes not just a way of organizing the world or a type of subject position but also a stance that pertains, in particular, to the ethical relation to the other. Few critics, however, in their explorations of the ethics of cosmopolitanism, inquire into what one might call the fundamental analytical category of ethics: love.”
“Fraser changes from writing through a poetic speaker as lover addressing her beloved to a transpersonal love writing, or a libidinized ‘field poetics’ (Translating 176). In the course of her career, Fraser comes to write an erotically charged prosody through a “projective” poetics that rejects individuated poetic speakers and cathects directly with her poems’ others and languages—engaging material aspects of language and of the page itself.”
By Mariana Candido, Toyin Falola, and Toby Green, co-editors, African Economic History
African Economic History salutes Professor Paul E. Lovejoy for the thirty-plus years of service he has given to the journal. In that time, Paul has performed wondrous feats in maintaining the vitality of a discipline which is fundamentally relevant to so many areas of African Studies, but which had been allowed to wither on the academic vine. The continued existence of the journal is a standing example of Professor Lovejoy’s outstanding service to the discipline of economic history and the field of African history in general. We will miss his contributions and editorial oversight so very much, but are also so grateful for all that he has done.
With Paul Lovejoy’s retirement as an editor, we are delighted to announce the appointment of two new editors: George Bob-Milliar, of Kwame Nkrumah University of Science and Technology, and Melchisedek Chétima, Banting Fellow at York University.
Thejournal is also pleased to announce that we are now accepting submissions in Portuguese. This opens the journal to a wider range of potential contributors in Africa and Brazil, from which we are very keen to see more submissions. We are pleased to joinAfrican Studies Review andthe Journal of West African Historyin taking this step. If you are interested in having your work considered for publication in African Economic History, please see our submission guidelines.