Papers Containing Keywords(s): 'educated'
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Viewing papers 1 through 10 of 23
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Working PaperThe Impact of Female Teachers on Female Students' Lifetime Well-Being
June 2026
Working Paper Number:
CES-26-39
We document an enduring influence of female primary school teachers on their female students in rural America circa 1940. Using historical US Census data linked to IRS records, later censuses, and death records, we find that exposure to female teachers significantly improved girls' educational attainment'particularly among those with poorly-educated parents and in areas with limited labor market opportunities for women. These educational gains translated into delayed marriage and childbearing, marriage matches to better-educated husbands and higher household income. We also find that exposure to female teachers increased longevity of women relative to men.View Full Paper PDF
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Working PaperLife-Cycle Effects of Women's Education on their Careers and Children
January 2026
Working Paper Number:
CES-26-09
We study the causal effect of women's education on their wages, non-wage job amenities, and spillovers to children. Using a regression discontinuity at the school entry birthdate cutoff, we find that women born just before the cutoff are more likely to complete some college, and experience multi-dimensional career gains that grow over the life cycle: greater employment and earnings, as well as more professional and higher-status jobs, more socially meaningful work, and better working conditions. Children's early-life health and prenatal inputs improve in tandem with career improvements, consistent with professional advances spurring'not hindering'infant investments. Career gains are concentrated in jobs that require exactly some college, the same schooling margin shifted by the cutoff, which indicates that increased post-secondary education is the primary channel for these effects. Together, the results show that women's college attendance generates large career returns'from both wages and amenities'that strengthen over time and produce meaningful benefits for children.View Full Paper PDF
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Working PaperDouble-Pane Glass Ceiling: Commercial Engagement and the Female-Male Earnings Gap for Faculty
September 2025
Working Paper Number:
CES-25-68
I use administrative data from universities (UMETRICS) linked to the universe of confidential W-2 and 1040-C tax records to measure faculty commercial engagement and its role in female-male earnings gaps. Female faculty are 20 percentage points less likely to engage commercially, with the entire gap driven by self-employment. The raw earnings gap is $63,000 on a base of $162,000 and non-university earnings account for $18,000 (29 percent) of this total. Thus, while university pay explains most of the gap, commercial engagement substantially amplifies it. Earnings gaps appear in all components of non-university pay ' self-employment, and work for incumbent, young/startup, high-tech, and non-high-tech firms ' and remain large, though attenuated, after controlling publications, patents, field, university, scientific resources, age, marital status, childbearing, and demographics. Gaps widen as faculty move up the earnings distribution, and commercial engagement becomes a larger contributor. Men and women engage with similar industries, but men earn more in all shared industries.View Full Paper PDF
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Working PaperEducation and Mortality: Evidence for the Silent Generation from Linked Census and Administrative Data
August 2025
Working Paper Number:
CES-25-56
We quantify the effect of education on mortality using a linkage of the full count 1940, 2000, and 2010 US census files and the Numident death records file. Our sample is composed of children aged 0-18 in 1940, observed living with at least one parent, for whom we can construct a rich set of parental and neighborhood characteristics. We estimate effects of educational attainment in 1940 on survival to 2000, as well as the effects of completed education, observed in 2000, on 10-year survival to 2010. The educational gradients in longevity that we estimate are robust to the inclusion of detailed individual, parental, household, neighborhood and county covariates. Given our full population census sample, we also explore rich patterns of heterogeneity and examine the effect of mediators of the education-mortality relationship. The mediators we consider in this study explain more than half of the relationship between education and mortality. We further show that the mechanisms underlying the education-mortality gradient might be different at different margins of educational attainment.View Full Paper PDF
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Working PaperIs the Gender Pay Gap Largest at the Top?
December 2023
Working Paper Number:
CES-23-61
No: it is at least as large at bottom percentiles of the earnings distribution. Conditional quantile regressions reveal that while the gap at top percentiles is largest among the most-educated, the gap at bottom percentiles is largest among the least-educated. Gender differences in labor supply create more pay inequality among the least-educated than they do among the most-educated. The pay gap has declined throughout the distribution since 2006, but it declined more for the most-educated women. Current economics-of-gender research focuses heavily on the top end; equal emphasis should be placed on mechanisms driving gender inequality for noncollege-educated workers.View Full Paper PDF
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Working PaperThe Gender Pay Gap and Its Determinants Across the Human Capital Distribution
June 2023
Working Paper Number:
CES-23-31R
This paper links American Community Survey data and postsecondary transcript records to examine how the gender pay gap varies across the distribution of education credentials for a sample of 2003-2013 graduates. Although recent literature emphasizes gender inequality among the most-educated, we find a smaller gender pay gap at higher education levels. Field-of-degree and occupation effects explain most of the gap among top bachelor's graduates, while work hours and unobserved channels matter more for less-competitive bachelor's, associate, and certificate graduates. We develop a novel decomposition of the child penalty to examine the role of children in explaining these results.View Full Paper PDF
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Working PaperMeasuring School Economic Disadvantage
November 2022
Working Paper Number:
CES-22-50R
Many educational policies hinge on the valid measurement of student economic disadvantage at the school level. Measures based on free and reduced-price lunch enrollment are used widely. However, recent research raises questions about their reliability, particularly following the introduction of universal free lunch in certain schools and districts. Using unique data linking the universe of students in Oregon public schools to IRS tax records and other data housed at the U.S. Census Bureau, we provide the first examination of how well different measures capture school economic disadvantage. We find that, in Oregon, direct certification provides the best widely-available measure, both over time and across the distribution of school economic disadvantage. By contrast, neighborhood-based measures consistently perform relatively poorly.View Full Paper PDF
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Working PaperForeign vs. U.S. Graduate Degrees: The Impact on Earnings Assimilation and Return Migration for the Foreign Born
June 2019
Working Paper Number:
CES-19-17
Using a novel panel data set of recent immigrants to the U.S., we identify return migration rates and earnings trajectories of two immigrant groups: those with foreign graduate degrees and those with a U.S. graduate degree. We focus on immigrants (of both genders) to the U.S. who arrive in the same entry cohort and from the same country of birth over the period 2005-2015. In Census-IRS administrative data, we find that downward earnings trajectories are predictive of return migration for immigrants with degrees acquired abroad. Meanwhile, immigrants with U.S.-acquired graduate degrees experience mainly upward earnings mobility.View Full Paper PDF
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Working PaperThe Long-Run Effects of Recessions on Education and Income
January 2017
Working Paper Number:
CES-17-52
This paper examines the long-run effects of the 1980-1982 recession on education and income. Using confidential Census data, I estimate generalized difference-in-differences regressions that exploit variation across counties in the severity of the recession and across cohorts in age at the time of the recession. I find that children born in counties with a more severe recession are less likely to obtain a college degree and, as adults, earn less income and experience higher poverty rates. The negative effects on college graduation are most severe and essentially constant for individuals age 0-13 in 1979, suggesting that the underlying mechanisms are a decline in childhood human capital or a long-term decline in parental resources to pay for college. I find little evidence that states with more generous or more progressive transfer systems mitigated these long-run effects. The magnitude of my estimates and the large number of affected individuals suggest that the 1980-1982 recession depresses aggregate economic output today.View Full Paper PDF
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Working PaperThe Impact of College Education on Old-Age Mortality: A Study of Marginal Treatment Effects
January 2017
Working Paper Number:
CES-17-30
Using a newly constructed dataset that links 2000 U.S. Census long-form records to Social Security Administration data files, I evaluate the effect of college education on mortality. In an OLS regression, women and men who have at least some college education have 20% lower mortality rates than those with a high school degree or less. I proceed with an empirical design intended to illuminate the extent to which this relationship is causal, estimating marginal treatment effects (MTEs) using the proximity of the nearest college to individuals' birthplace as an instrument. Results indicate positive selection into college education (in terms of longevity) for both women and men. Selection drives almost all of the mortality gap for women. For men, longevity gains from college attendance are concentrated among individuals with unobserved variables that make them unlikely attend college. This suggests that men who would benefit most from receiving college education in terms of mortality reductions are those who are not attending.View Full Paper PDF
