Abstract:We introduce the idea that easily inferable demographic characteristics such as gender may not be sufficient to define type in the supervisor-employee mentoring relationship. We use longitudinal data on athletic directors at NCAA Division I programs to identify through observed mobility the propensity of top-level administrators to hire and retain female head coaches, above and beyond an organization's culture. We show that supervisor gender appears to be unrelated to female friendliness in this setting. Overall, our findings indicate that more focus should be placed on the more complex manager type defined by attitudes in addition to attributes.Demographics | Female | Gender | Mentoring | Management

In 1924, The Morton Salt Company began nationwide distribution of iodine-fortified salt. Access to iodine, a key determinant of cognitive ability, rose sharply. We compare outcomes for cohorts exposed in utero with those of slightly older, unexposed cohorts, across states with high versus low baseline iodine deficiency. Income increased by 11%; labor force participation rose 0.68 percentage points; and full-time work went up 0.9 percentage points due to increased iodine availability. These impacts were largely driven by changes in the economic outcomes of young women. In later adulthood, both men and women had higher family incomes due to iodization.

No abstract

In 1924, the Morton Salt Company began nationwide distribution of iodine-fortified salt. Access to iodine, a key determinant of cognitive ability, rose sharply. We compare outcomes for cohorts exposed in utero with those of slightly older, unexposed cohorts, across states with high versus low baseline iodine deficiency. Income increased by 11%, labor force participation rose 0.68 percentage points, and full-time work went up 0.9 percentage points due to increased iodine availability. These impacts were largely driven by changes in the economic outcomes of young women. In later adulthood, both men and women had higher family incomes due to iodization.

This study provides evidence on the impact of physical education on child body weight, cognitive, and noncognitive achievement using data from the Early Child Longitudinal Survey Kindergarten Class of 2010‐2011 (ECLS‐K: 2011). Students in the 2011 cohort were exposed to increased accountability pressures by No Child Left Behind, yet average weekly physical education time has not decreased from that reported in studies using the original ECLS‐K class of 1998‐1999. We instrument for teacher‐reported weekly PE time using state physical education laws and exploit the panel design of the data to estimate individual fixed effects models to address concerns of endogeneity. We find time spent in physical education has essentially no effect on child body weight or human capital outcomes of U.S. elementary school children.