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.
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.
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.”
As 2019 wraps up, we take a look back at the most read journal articles published this year. The following list presents the most popular article from each of our journals. Many are freely available to read until the end of January.
Upcoming Journal of Human Resources article uncovers the hidden effects of pollutants on cognitive development and academic performance in adolescents
Increasing environmental consciousness means that more people are reaching for metal straws, but we may not be aware of a much larger issue: the hidden toxins in the air. New research set to appear in the upcoming issue of the Journal of Human Resources suggests that pollutants from local Toxic Release Inventory (TRI) sites may impact the productivity and educational development of students in nearby schools.
Over the past four years, Claudia Persico, an assistant professor at American University, evaluated over one million elementary, middle, and high school students in Florida using their Florida Comprehensive Assessment Test (FCAT) scores, their level of academic success, and general wellness. With over 30% of schools in Florida existing within one mile of a TRI site, exposure to air pollution was found to be associated with lower test scores and a greater chance that students will be suspended from school, have greater numbers of absences from school and perform lower on their FCAT exams. Persico expanded on these results to determine if different proximities to TRI sites affected grade repetition, behavior, and health over time. When students’ records were examined, it was revealed that those who had been exposed to the pollution for a greater cumulative time had lower attendance records and more health concerns.
1. How did you decide to pursue this topic? What spurred this study?
I used to study the neurobiology of autism at the
Boston University School of Medicine, but I became interested in why low-income
children perform so much worse in school and are more likely to have
disabilities. Because the developing brain is so vulnerable to the environment,
this got me interested in studying pollution.
It turns out that in 2014 alone, Toxic Release Inventory (TRI) sites in America (which represent only one type of industrial plant) released 3.95 billion pounds of (untreated) toxic chemicals into the air, land, and water, out of 25.45 billion total pounds of toxic chemicals created in production-related wastes. Although we do not currently have comprehensive evidence on which pollutants are most harmful, the evidence we do have is worrisome and suggests a source of inequality that has not yet been explored in depth. Namely, since African American, Hispanic, and low-income families are more likely to live and attend school in close proximity to sources of pollution like toxic waste and TRI sites, where housing is less expensive, it is possible that exposure to pollution—which more affluent families can avoid because they can afford more costly housing—is one mechanism through which poverty produces negative cognitive and health outcomes over time.
2. You note that about 30 percent of children in Florida live within one mile of a TRI site. Is Florida an extreme case? How are the effects of pollutants on cognitive development applicable to other areas of the United States and the world?
There are currently about 21,800 TRI sites operating across
the United States and the Environmental Protection Agency estimates that 59
million people (about 19 percent of the population) live within one mile of a
TRI site (EPA 2014). We find that nearly 22 percent of all public schools were
within one mile of a TRI facility in 2016 serving more than 11 million public
While other countries don’t call their factories TRI sites, it is likely that my findings could generalize to power plants, pharmaceutical industry, chemical, metal, and concrete manufacturers, as well as other factories that produce pollution containing carcinogens or known developmental toxicants worldwide. It is difficult to know how many people this would affect given that there isn’t a central database for international pollution, but my guess is that many people are affected.
3. What is one takeaway from your article that you’d like to communicate to non-scholars (or policymakers)?
have strong implications for where we locate schools, playgrounds, public
housing and places children or pregnant women congregate. For a long time, we
have known that neighborhoods matter to children’s long-term outcomes. We are
starting to realize that pollution is one major reason why this is the case,
that pollution might drive more inequality than we are comfortable with, and
that the true costs of pollution are only beginning to be understood.
4. To what extent do you feel that your research could inspire change in policy?
I think policymakers are starting to be interested in these findings, and I am optimistic about the future. While the land near TRI sites is cheaper to build a school on in the short run, the truth is that these sites might jeopardize the very mission of the schools located there. This also says nothing of the long-run costs on the children exposed to this type of pollution. In the back of the envelope calculation, we find that being exposed to TRI pollution in school leads to a US$4,361 decrease in lifetime income per person (in present value terms). With 436,088 children in Florida ever attending school within one mile of an operating TRI site during this sample period, this result implies US$1,875,178,400 in lost lifetime earnings.
5. Will you continue to pursue similar questions or will you take your research in another direction?
Yes, I am pursuing several new projects about the true costs of pollution. For example, I have another new working paper (along with David Simon and Jenni Heissel) in which we compare students who have to switch from elementary to middle school or from middle school to high school as they progress through the school system. We compare children who switch from a school that is upwind from a highway to a school that is downwind of a highway, and again find that highway pollution affects students’ test scores, behavior, and absences. Children who attend school near a major highway are again more likely to be low income or minority than children attending school elsewhere.
Note: Toxic Release Inventory facilities are shown in blue and sites on the Superfund National Priorities List are shown in red.
Claudia Persico is an applied policy scholar whose research focuses on environmental policy, inequality, health and education policy using causal inference methods. Persico is also an IZA Research Affiliate, and a Research Affiliate with the Institute for Policy Research at Northwestern University. Her research has recently been featured in the Quarterly Journal of Economics, the Journal of Labor Economics, and the Journal of Human Resources. Her current work examines the social and biological mechanisms underlying the relationships between poverty, the environment, and children’s cognitive development and health. In particular, much of her current research focuses on how early exposure to environmental pollution can cause inequality by affecting child health, development, behavior, and academic achievement. She has also studied how school funding affects long term outcomes, how school segregation impacts racial disproportionalities in special education, and how childhood exposure to pollution affects academic outcomes. Her research has been covered by the New York Times, the Washington Post, NPR, the Atlantic, and many other major media outlets. She was formerly an Assistant Professor at the University of Wisconsin-Madison.
Forthcoming Journal of Human Resources article finds evidence of distance-based discrimination in the hiring process
It’s a vicious cycle: those living in poverty are often unable to afford housing in city centers, putting them far from jobs. And, according to new research set to appear in The Journal of Human Resources, employers may discriminate against job seekers who have longer commutes. This could be one factor making it difficult for many Americans to escape poverty, posits David Phillips, the study’s author.
Phillips had a hunch that a person’s address might impact their chances of getting hired. To measure the effects of distance on an applicant’s performance, Phillips’s team sent 2,260 resumes in response to low-wage position openings (requiring only a high school education) in Washington, DC. The findings were clear: the farther away an applicant lived from the job location, the less likely they were to receive a callback from the employer. To clarify these results, Phillips wanted to determine whether employers looked more favorably on addresses from wealthier neighborhoods, even if they were far from the place of work. When resumes were sent from neighborhoods with similar levels of affluence but different commute lengths, Phillips found that applicants from the more distant neighborhoods received 14 percent fewer callbacks than applicants who lived closer to the job site, even though both applicants could be presumed to have the same socioeconomic status. Overall, Phillips determined that employers weigh an applicant’s distance from the job more heavily than their neighborhood’s affluence.
Phillips, a researcher at the University of Notre Dame, joined us to discuss the genesis of his interest in this topic and the larger implications of this study. To learn more, read the full Journal of Human Resources preprint article, listen to Phillips’s interview with NPR, and check out some of the press that this study has been receiving, here, here, and here.
How did you decide to pursue this topic?
During my dissertation, I spent some time working with a non-profit employment agency in Washington, DC. Most of their clients lived in less affluent neighborhoods in Southeast DC and transportation was a common question. I helped them run a pilot testing whether public transit subsidies could facilitate the job search process for people looking for low-wage jobs. It became clear that their clients were working with major transportation issues. At some point in that project, the idea came up that employers were probably aware of the transportation difficulties that people face and might respond to the address listed on the job application.
Why did it make sense to publish in The Journal of Human Resources?
The JHR has a great reputation for publishing rigorous work on the most important questions in empirical economics. As a result, it reaches a broad audience of applied economists. I thought the paper’s topic would be a good fit for that audience given increased attention to neighborhood effects and urban geography in the literature lately. The JHR also has a track record of publishing correspondence experiments. This paper fits with earlier work by David Neumark and Joanna Lahey that has shown up in the pages of The JHR.
How does the distance bias interact with other discrimination applicants might face—due to class, race, or gender, for example?
Discrimination based on commute distance could compound existing inequity. Other things equal, remote places are cheaper and thus attract people with other disadvantages. For example, on average a black person in DC lives one mile farther from jobs than a white person. Even if employers have a clear, rational, unbiased reason for avoiding people with long commutes, that penalty disproportionately falls on people who face other barriers.
What part of your findings surprised you the most, and why?
An interesting topic is one where you suspect an effect exists where other people think it doesn’t. So, I went into this betting employers care about addresses, and the response to distance was not a surprise to me. I was more surprised that employers do not respond much to neighborhood affluence. I expected employers to really penalize distant, poor neighborhoods both because of their remoteness and because of poverty. And I don’t find evidence of the latter despite the fact that the fake applicants come from very, very different neighborhoods in terms of affluence.
Photo by Matt Cashore/University of Notre Dame
David Phillips, PhD, works in the Wilson Sheehan Lab for Economic Opportunities (LEO) within the Department of Economics at the University of Notre Dame. His research focuses on poverty, particularly as it relates to low-wage labor markets, crime, housing, and transportation. His research has been published in high quality economics field journals and presented widely for policy audiences. Prior to coming to Notre Dame, David received a Bachelor’s degree from Butler University, earned a PhD in Economics from Georgetown University, and worked for 4 years at Hope College in Holland, Michigan.
The University of Wisconsin Press Journals Division Reflects on the Past Year
This year, our journals underwent several personnel changes, which will continue into 2019. Daniel W. Bromley celebrated his retirement after forty-four years of editing Land Economics, and Daniel J. Phaneuf began his tenure as editor. Ecological Restorationrecently welcomed new Assistant Editor Tabby Fenn. Look for an introduction to Fenn in the next issue of ER, Vol. 37.1. After seventeen years of serving as the editor of Monatshefte, Hans Adler will begin to transition into retirement, with Hannah Eldridge and Sonja Klocke joining him as co-editors in 2019 and taking over in 2020. The official announcement will be published in Monatshefte 110.4.
In other journals news, Ghana Studies celebrated its twentieth anniversary with a special issue featuring reflections on the journal. And in the spirit of looking back, we are working to digitize the Ghana Studies archive for inclusion on Project MUSE. Land Economics implemented submission fees as a supplementary source of revenue for the journal. Finally, the Journal of Human Resources announced that, starting in Fall 2019, it will publish two additional articles per issue. We’re excited to see what the coming year holds for our journals.
Here at the Press, in a move to expand our in-house editorial services, Chloe Lauer was promoted to Editorial and Advertising Manager. Chloe serves as a production editor for African Economic History and Ghana Studies, and she provides editorial support for several other publications—on top of coordinating advertising sales for all of our journals.
In April, the Press welcomed Claire Eder as Journals Marketing Specialist. Claire has been focused on author and community outreach for our journals, representing the Press at the Charleston Library Conference and bringing two journals (Land Economics and Contemporary Literature) into the world of social media. In coordination with our journals’ editorial teams, she created a resource for authors with advice for publicizing their articles.
In 2019, the Journals Division will work on several initiatives, such as sending out a Request for Bids for online hosting providers and reviewing our editorial standards. This review involves formalizing a statement of publication ethics and increasing transparency with regards to peer review procedures. John Ferguson, our Production Manager, is in the process of rethinking our metadata standards in order to make articles more discoverable. Additionally, we aim to work more closely with journal editorial offices in the coming year, increasing our reporting frequency from annually to quarterly for those journals published four times a year, as well as organizing an annual get-together where staff from our editorial offices in the Wisconsin area can meet to discuss issues in scholarly publishing. It is shaping up to be another busy year, but we wouldn’t have it any other way. We are grateful to our publication partners, who provide us with the drive to innovate and improve.
Journal of Human Resources contributor Matthew A. Kraft believes that we do teachers and students a disservice when we assess teachers based mainly on students’ standardized test scores. His article “Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies,” which will be published in the Winter 2019 issue of JHR, examined teachers’ influence on students’ social-emotional abilities. These include such qualities as growth mindset, perseverance, and effort in class, which have been linked to employment and health outcomes in later life. Kraft also studied student performance on complex open-ended tasks in math and reading—problems more complicated than those required by multiple choice tests—to understand how teachers affect critical thinking skills. Kraft found that a teacher’s ability to impact students’ standardized test scores was not always a good indicator of that teacher’s effectiveness at fostering complex cognitive skills and social-emotional skills, suggesting that we need better methods of evaluating teacher performance.
Kraft, who is an Associate Professor of Education and Economics at Brown University, joined us for a conversation touching on his background as an educator, his ideas on effective teaching techniques, and other topics. To learn more, read about the article on the JHR blog.
How did your time as a public school teacher influence your drive to research topics in education and/or the direction of that research?
As a public school teacher in Oakland and Berkeley, California, I often felt that teaching social-emotional skills had to come before teaching academic content. I tried to help my ninth grade students, most of whom were identified as at risk of dropping out, to feel like they belonged in school, to control their behavioral impulses, and to see value in what they were learning. My students did not take standardized tests, but if they did I doubt their performance would have captured the multiple ways in which I attempted to help them develop as young adults.
Do you remember any particular teachers that helped you develop social-emotional skills as a student?
I don’t ever remember being explicitly taught social-emotional skills. Instead, I remember teachers like Ms. Thomas, my tenth and twelfth grade English teacher, who set extremely high expectations but provided constant support to help us meet these expectations. She helped me to develop my own self-efficacy and perseverance by the way she taught core academic content.
Do you have a sense of what techniques teachers could use to develop students’ complex cognitive skills? Social-emotional skills? Maybe give an example or two.
In my opinion, project-based learning holds great promise for developing complex cognitive skills. Examples such as the curriculum developed by EL Education (formerly Expeditionary Learning) illustrate how authentic and complex tasks require students to use a multitude of skills rather than practicing individual skills in abstract isolation on worksheets.
How to teach social-emotional skills is very much an open question. I’m convinced that the best teachers both explicitly narrate and reinforce the value of these skills, while also designing their curriculum and pedagogical approaches to support their development through academic work. I think we learn things like persistence not by being told about the value of this skill, but by experiencing small successes in overcoming challenges with the support of educators.
What is one takeaway from your article that you’d like to communicate to nonscholars or policy makers?
Our understanding of teacher effectiveness, as well as the multiple measures used in new teacher evaluation systems, fail to capture the full range of ways in which teachers affect students’ success in school and life.
After this publication, where did your research go? Did you find yourself pursuing similar questions or changing course?
My current work in this area is focused on the importance of students’ sense of belonging in schools. Preliminary results suggest that schools and teachers who help support students to feel like they belong are creating environments where students develop their academic and social-emotional skills at faster rates.
Matthew Kraft is an Associate Professor of Education and Economics at Brown University. His research and teaching interests include the economics of education, education policy analysis, and applied quantitative methods for causal inference. His primary work focuses on efforts to improve educator and organizational effectiveness in K–12 urban public schools. He has published on topics including teacher coaching, teacher professional growth, teacher evaluation, teacher-parent communication, teacher layoffs, social and emotional skills, school working conditions, and extended learning time. His research has been featured in The Economist, the New York Times, the Wall Street Journal, the Washington Post, Education Week, The 74 Million, public radio, and several blog sites.