In this paper, we demonstrate that, in a context where peer groups do not overlap fully, it is possible to identify all the relevant parameters of the standard linear-in-means model of social interactions. We apply this novel identification structure to study peer effects in the choice of college major. Results show that one is more likely to choose a major when many of her peers make the same choice. We also show that peers can divert students from majors in which they have a relative ability advantage, with adverse consequences on academic performance, entry wages, and job satisfaction. (JEL I23, J24, J31, Z13)

Informal contacts are extensively used by both firms and workers to find jobs and fill vacancies. The common wisdom in the economic literature is that jobs created through this channel are of better quality and pay higher wages than jobs created through formal methods. This paper explores the empirical evidence for European countries using the European Community Household Panel (ECHP) and discovers a large cross-country variation in the wage premiums to jobs found through informal methods. In some countries personal contacts lead to better paying jobs, while the opposite happens in others. This paper argues that such variation can be explained by looking at firms' recruitment strategies. In labour markets where employers invest largely in formal recruitment activities, matches created through this channel are likely to be of average better quality than those created through informal networks. A simple theoretical model is used to show that employers invest more in recruitment for high productivity jobs and for positions that require considerable training. The empirical predictions of the theory are successfully tested using industry-level data on recruitment costs. JEL Classification: J31, J64, M51

This paper contrasts measures of teacher effectiveness with the students' evaluations for the same teachers using administrative data from Bocconi University. The effectiveness measures are estimated by comparing the performance in follow-on coursework of students who are randomly assigned to teachers. We find that teacher quality matters substantially and that our measure of effectiveness is negatively correlated with the students' evaluations of professors. A simple theory rationalizes this result under the assumption that students evaluates professors based on their realized utility, an assumption that is supported by additional evidence that the evaluations respond to meteorological conditions.

No abstract

This paper proposes a new measure of skill mismatch to be applied to the recent OECD Survey of Adult Skills (PIAAC). The measure is derived from a formal theory and combines information about skill proficiency, self-reported mismatch and skill use. The theoretical foundations underling this measure allow identifying minimum and maximum skill requirements for each occupation and to classify workers into three groups: the well-matched, the under-skilled and the over-skilled. The availability of skill use data further permits the computation of the degree of under-and over-usage of skills in the economy. The empirical analysis is carried out using the first round of the PIAAC data, allowing comparisons across skill domains, labour market statuses and countries. JEL Classification: J0, J20, J24

We study how class size and class composition affect the academic and labor market performance of college students, two crucial policy questions given the secular increase in college enrollment. Our identification strategy relies on the random assignment of students to teaching classes. We find that a one standard deviation increase in class-size results in a 0.1 standard deviation deterioration of the average grade. Further, the effect is heterogeneous as it is stronger for males and lower income students. Also, the effects of class composition in terms of gender and ability appear to be inverse U-shaped. Finally, a reduction of 20 students (one standard deviation) in one's class size has a positive effect on monthly wages of about 80 Euros (115 USD) or 6% over the average.

This paper contrasts measures of teacher effectiveness with the students' evaluations for the same teachers using administrative data from Bocconi University. The effectiveness measures are estimated by comparing the performance in follow-on coursework of students who are randomly assigned to teachers. We find that teacher quality matters substantially and that our measure of effectiveness is negatively correlated with the students' evaluations of professors. A simple theory rationalizes this result under the assumption that students evaluates professors based on their realized utility, an assumption that is supported by additional evidence that the evaluations respond to meteorological conditions.

We construct comparable measures of intergenerational mobility (IM) for 103 Italian provinces using the methodology of Güell et al. (2007, 2015a) and explore their correlation with a variety of social and economic outcomes. We find that higher IM is positively associated with economic activity, education and social capital and negatively correlated with inequality. Moreover, there is no clear pattern of correlation with other socio‐political variables. These results are qualitatively similar to Chetty et al. (2014), with the important difference that Italy is a highly centralised state where institutions and policies are ‘de jure’ the same in all provinces. This suggests that something beyond institutional and policy differences also shapes intergenerational mobility.