Measuring the Rate of Return to Interrupted Schooling

Marcus, Richard D.

doi:10.3102/10769986009004295

Cited by 10 publications

(9 citation statements)

References 14 publications

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“…The adjusted model with the lowest RSS is the one with the better fit. We conclude that the linear and logarithmic models are significantly different in terms of goodness of fit, and that the logarithmic specification for real wage rates is preferred 38 .…”

mentioning

confidence: 84%

“…Griliches' population of interest only includes men. Similarly, Marcus (1984) employs the same data that Griliches (1980) uses and shows that there is no substantial difference in the rate of return to education between interrupters and non-interrupters at the same level of schooling. Contrary to our analysis that controls for different reasons of discontinuous schooling, Marcus's study only focuses on those who interrupted their schooling with years of work.…”

Section: Survey Of Empirical Findingsmentioning

confidence: 99%

“…17 Griliches and Mason (1972) base their analysis on 1,454 full-time employed men who were between the ages of 21 and 34 and not enrolled in school. Marcus (1984) uses data from the NLS of Young Men and tracks 5,225 males between 1966 and 1973 and who were aged 21-31 years in 1973. The average male represented in his sample was 25 years old.…”

Section: Data and Descriptive Statisticsmentioning

confidence: 99%

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Does temporary interruption in postsecondary education induce a wage penalty? Evidence from Canada

Fortin

Ragued

2017

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in ABSTRACT Does Temporary Interruption in Postsecondary EducationInduce a Wage Penalty? Evidence from Canada * Data from the Youth in Transition Survey reveal that almost 40% of Canadian youth who left post-secondary education in 1999 had returned two years later. This paper investigates the extent to which schooling discontinuities affect post-graduation starting real wages and whether the latter are differently influenced by the reasons behind these discontinuities. We analyse this issue using data from the 2007 National Graduate Survey. We take covariates endogeneity into account using Lewbel's (2012) generated instrument approach. The source of identification is a heteroscedastic covariance restriction of the error terms that is a feature of many models of endogeneity. To allow for individual heterogeneity in the causal effect of various reasons for schooling interruption, we also provide results from two-stage quantile regressions using Lewbel's generated instruments. Conditional on the levels of schooling and experience, we find a positive effect on wages of temporary schooling interruption for men who had held a full-time job during their out-of-school spell(s). Both men and women witness a wage decrease if their interruption is associated with health issues. Women also bear a wage penalty if their interruption is due to a part-time job, to lack of money, or is caused by reasons other than health, work, and money.

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confidence: 84%

Section: Survey Of Empirical Findingsmentioning

confidence: 99%

Section: Data and Descriptive Statisticsmentioning

confidence: 99%

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Does temporary interruption in postsecondary education induce a wage penalty? Evidence from Canada

Fortin

Ragued

2017

Economics of Education Review

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“…Studies are mixed on whether older students receive a smaller return on their educational investment than those who complete their degrees earlier in life (Leigh and Gill 1997;Light 1995;Marcus 1984;Griliches 1980). Again, more research is needed that compares returns at different ages, different degree levels (for example, associate's versus bachelor's degrees), different types of institutions, and in different fields of study.…”

Section: Introductionmentioning

confidence: 99%

Adult Enrollment and Educational Attainment

Jacobs¹,

Stoner-Eby²

1998

The ANNALS of the American Academy of Political and Social Scie

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This paper examines the growth of adult enrollment in recent decades in the United States and its impact on the educational attainment of the population. First, in order to better understand the growth of adult enrollment, the change between 1970 and 1990 is decomposed into its demographic elements. Next, the projected growth of enrollments over the next decade are analyzed. Finally, the paper examines the cumulative impact of adult enrollment on educational levels, as well as on race and sex differentials in educational attainment. The study draws on data from the Integrated Postsecondary Education Data Systems, the U.S. decennial censuses, and the School Enrollment Supplements of the October 1970October , 1980October , and 1990 Current Population Surveys. The results highlight the role of the baby-boom generation in spurring the growth of adult enrollments. They also show that adult enrollments contribute significantly to the educational attainment of the U.S. population.

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“…Li et al (2015) also employ HILDA data in their study of underemployment and labour market trajectories of mature age Australian workers. 5 Griliches (1980), Marcus (1984), Light (1995) and Leigh and Gill (1997) study the effect of delaying entry to university using US panel surveys of young adults. The first two studies found that delayed entry did not adversely affect returns to education.…”

Section: Introductionmentioning

confidence: 99%

Where Are the Returns to Lifelong Learning?

Coelli

Tabasso

2015

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I EIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 9509 November 2015 ABSTRACTWhere Are the Returns to Lifelong Learning? *We investigate the labour market determinants and outcomes of adult participation in formal education (lifelong learning) in Australia, a country with high levels of adult education. Employing longitudinal data and fixed effects methods allows identification of effects on outcomes free of ability bias. Different trends in outcomes across groups are also allowed for. The impacts of adult education differ by gender and level of study, with small or zero labour market returns in many cases. Wage rates only increase for males undertaking university studies. For men, vocational education and training (VET) lead to higher job satisfaction and fewer weekly hours. For women, VET is linked to higher levels of satisfaction with employment opportunities and higher employment probabilities.JEL Classification: J24, J28, I23, I28

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Measuring the Rate of Return to Interrupted Schooling

Cited by 10 publications

References 14 publications

Does temporary interruption in postsecondary education induce a wage penalty? Evidence from Canada

Does temporary interruption in postsecondary education induce a wage penalty? Evidence from Canada

Adult Enrollment and Educational Attainment

Where Are the Returns to Lifelong Learning?

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